Peer Conflict among Indian Children in School Settings

This study examines developmental changes in children’s peer conflicts within the school setting. Children in two age groups (6 and 10 years) were observed as they engaged in a variety of social activities. Issues over which conflicts erupted, strategies to deal with them and teachers’ roles were explored. It was found that the amount of conflict was similar across both age groups, with boy-boy conflicts being most frequent. Cross-gender conflicts were significantly greater among the older children. Also, they had larger number of conflicts over facts and opinions than their younger counterparts. Physical aggression as an issue for conflict as well as a strategy to deal with conflict was more common among younger children. The children of both the age groups tended to involve teachers in handling their conflicts. The most common response of teachers toward conflict was to ignore or scold the children. Implications of the findings are discussed.