Introduction
Children’s conflicts can arise over resources, discipline, communication difficulties, values, and needs. Children’s conflicts can be intrapersonal, interpersonal, and group conflicts. Situations arise in children’s interactions that require consistency, a benevolent attitude toward peers, and the ability to give up personal desires to achieve common goals.
Discussion
In junior school, the child is not yet aware of his inner world, experiences, intentions, and interests, so imagining what the other feels is not easy. He sees only the external behavior of the other: pushing, shouting, disturbing, and taking away toys, but he does not understand that each peer is a person with his inner world, interests, and desires. It is important to help the child to look at himself or herself and the peer from the outside. In the group, children, popular and unpopular, stand out vividly. Popular children are dexterous, skillful, smart, and neat; unpopular children are seen as unkempt, quiet, whiny, harmful, aggressive, weak, and poor at play and speech (among such children, children from conflict families with acutely unfavorable emotional atmospheres, children from families with hypo- or hyperopic, disharmonious types of parenting, they are aggressive, poorly controlling their behavior, anxious children). Peers are irritated by those children with whom it is difficult to agree, who break the rules, who cannot play, and who are slow, unintelligent, and unskillful.
I chose the Al’s Pals program because it covers the most important aspects of conflict resolution in children’s groups. It is the program that teaches children to understand their feelings and their causes. The program is based on proven factual data so that it can be trusted. The program includes authors’ songs for children and lots of interactives.
Emotional intelligence is the ability to express, understand, and manage emotions. Not giving in to a public tantrum, concentrating on time, motivating others to run, recognizing danger, and being able to comfort a crying comrade are just some examples of mastering emotional intelligence. Parents usually try to focus on the development of academic skills. It is believed that it is more important for children to be able to do arithmetic operations with mushrooms than to be able to guess in time that someone is about to cry. American scientists are ready to argue with this, who assure that emotional competence plays a crucial role in academic success (Panayiotou et al., 2019).
Conclusion
Almost thirty years ago, pioneers in the study of emotional intelligence – Mayer and Salovey – proved that the sensory domain directly affects attention, memory, learning ability, communication skills, and even physical and mental health(Romero-Ayuso et al., 2022). Students with advanced emotional intelligence are better at concentrating, easier at building relationships in school, and more empathic than their unsupervised peers.
References
Romero-Ayuso, D., Ortiz-Rubio, A., Vidal-Ramírez, C., Pérez-Rodríguez, S., & Triviño-Juárez, J. M. (2022). Emotional Intelligence, Executive Functions and Sensory Processing in Daily Life in Children Aged Between 8 to 11 Years: A Pilot Study. Occupational Therapy in Mental Health, 1-19.
Panayiotou, M., Humphrey, N., & Wigelsworth, M. (2019). An empirical basis for linking social and emotional learning to academic performance. Contemporary Educational Psychology, 56, 193-204.