EFFECTIVENESS OF PEER CONFLICT RESOLUTION STRATEGIES IN AN INCLUSIVE PRESCHOOL UNIT – A SYSTEMATIC REVIEW
EFFECTIVENESS OF PEER CONFLICT RESOLUTION STRATEGIES IN AN INCLUSIVE PRESCHOOL UNIT – A SYSTEMATIC REVIEW

Summary/Abstract: Introduction: The preschool stage is a time when children have many opportunities to develop the-ir social skills and deeper comprehension thereof. The occurrence of peer conflicts is typical duringthis time, which, when properly resolved, can provide a developmental boost to children’s cognitiveand social-emotional competencies. Intentional instruction by the teacher to support peer interac-tions increases children’s skills in this area. Children with disabilities who have lower social-emotio-nal competencies, and, thus, perform less adeptly in conflict situations, may need special support.This is due to their difficulties in naming and understanding emotions, as well as reading the inten-tions of peers. The use of effective conflict resolution strategies by teachers can significantly affectthe development of peer relationships and the process of integrating these children into the group.Research Aim: The purpose of this article is to analyse the effectiveness of peer conflict resolu-tion strategies in an inclusive preschool unit.Research Method: A systematic review of scientific articles from Web of Science, Scopus,EBSCO, and Google Scholar for the years 2000–2024 was conducted using the PRISMA scheme.Nine full-text articles meeting all inclusion and exclusion criteria were analysed.Summary: The review indicates the need for further in-depth research, meeting high metho-dological standards, in this area, with a particular focus on the effectiveness of peer conflictresolution strategies implemented in preschool inclusion units.

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