Research presented in 2015 AME, Santos, Brazil

2. What do we understand by conflict?
- Piaget theory
- Interpersonal imbalance
- Opposition

3. • Identify causes, strategies and outcomes in each age group
(3-4; 5-6; 8-9, 11-12; 13-14).
• Compare causes, strategies and outcomes in five age groups.

4. - Researches in Brazil; developmental
diferences.
- A few international observational
researches.
KATZ, et al (2008); LAURSEN e PURSELL (2009).

5. - 6 publics schools.
- Kindergarten, Elementary School,
Secondary School
- 250 subjects.
(116 females and 134 males) inland cities.
- Convenience criterion or
purposive sampling.
- - Pilot study.

6. - Description and comparative study.
- Qualitative and quantitative.
-370 hours of systematic observation
(consecutive days/ school routine).
- Data saturation.
- 2009; 2012; 2013; 2014.
- Informal conversation.

7. - Categorization and quantification - Content
analysis.
- Statistical Methodology:
Chi-square test of Pearson,
Fisher's exact test, Chi-square
test for equality of proportions.

8. • 3 - 4 years – 126 episodes
• Male (45,24%)
• Intersexual (40,48%)
• Female (14,29%)
• 5 - 6 years – 127 episodes
• Male (60,63%)
• Female (19,69%)
• Intersexual (19,69%)
• 8 - 9 years – 121 episodes
• Intersexual (47,06%)
• Male (38,66%)
• Female (14,29%)
• 11 - 12 years - 134 episodes
• Intersexual (55,7%)
• Male (32,8%)
• Female (11,4%)
• 13 e 14 anos –
93 episodes
• Intersexual (56,99%)
• Female (26,88%)
• Male (16,13%)

9. 1 – Dubious acusation
2 – Physical aggression
3 – Verbal aggression
4 – Delation
5 – Disloyalty
6 – Disagreement with the rules of the game
7 – Friends dispute
8 – Physical dispute
9 – Status dispute
10 – Exclusion
11 – Envy
12 – Teasing
13 – Annoying behavior
14 – Ignored plea
15 – Trickery
16 – Rule violation
17 – Contempt

11. Teasing: humor and hostility
(HOOVER; OLSON, 2000; KELTNER et al., 2001; SHAPIRO et al., 1991; AGLIATTA et al.,
2007; JONES; SCAMBLER et. al., 1998)
LORENA (11) cries quietly on her desk. FRED (12): "Lorena, you´re such a wimpy!" (he
moves towards her desk). LORENA speaks loudly, "I´m gonna beat you!" FRED
approaches again laughing at her and whisper to her ear: "Lorena, you´re a wimpy!"
She: “I´ll teach him a lesson!" He returns to his desk.

12. Annoying behavior: others’ intention is not important
RENAN (12) (in English class): "Eric, do you know what does 'she' mean? What page of the
book is that?" ERIC (12) (yelling): "Renan, stop asking me, ask the teacher!" RENAN:
"C’mon, it's just a question!" TEACHER: "Renan, are you following us?" ERIC: "He keeps
asking me which page we are, teacher, bugging me!" TEACHER: "It's page 27, take the
book now!" RENAN obeys.

13. • Physical dispute decreases significantly.
• Younger students – control for physical space (DAWE, 1934).
• From elementary students – social space.
• Teasing – social space, boredom, physical, intersexual game.

14. • Annoying behavior
– Non-friends, physical and impulsive
strategies, impoliteness, intention does
not matter.
– Decreases significantly due to control of
impulses and tolerance.
– Gender diferences.
• Teasing
– Intersexual conflicts and males conflicts.
• Physical dispute - males.

15. Developmental
characteristics
Category Description
Momentary and physical
interaction perspective taking
and psychological effects
physical space control.
Physical and impulsive
strategies.
They are physical actions or
verbal, momentary, think
poor, marked by impulsivity.

16. Developmental
characteristics
Category Description
Unilateral perspective taking.
Culprit and victim.
Others perspective and
psychological effects.
Control of social space.
Action to repair does not involve
coordination.
Unilateral strategies. They are predominantly verbal
actions, aimed at controlling the
use of power.
Impositive lines brief explanations
and suggestions.
The repair does not correspond to
the real intention of the subject.

17. Developmental
characteristics
Category Description
Both parties participate
psychologically conflict.
Real intente.
Mutual agrément.
Timely resolution, conflict by
conflict.
Cooperative strategies. They are physical or verbal
actions that aim to convince
the other to accept an idea
to do what you want or
repairing damage.
There is a concern to
modify not only the
behavior but also their
feelings or interests.

19. Physical and impulsive strategies
Children play in the school playground with the leaves that are falling from the trees.
LUCA (3) pulls the leaves that are in LEVI´ hands. LEVI (3) screaming: "Your ugly!".
LUCA hits LEVI and turns away without a word.

20. Unilateral strategies: coercive character, control over the other
Alice is checking and using her classmate’s cell phone during class. Walter pass by
her, looks and says, "Teacher, Alice is using Tatiana´s cell phone now! Teacher (from
her desk with a disapproving tone) says: _"Alice!" Alice gives the cell phone back to
Tatiana. Tatiana yells to Wagner (very angry): "Get out of here, damn it! When you
use the phone, nobody says nothing!" Wagner does not answer and walks away.

21. • The Physical and Impulsive strategies
are still used, but less frequently.
• Changes: there is an increase in the
coordination of perspectives, in the
control of impulses, in the use of
arguments to convince the other,
in the degree of tolerance and in the
behavioral repertoire in each category.
• The girls used significantly more
cooperative strategies than boys.

22. Categories
Abandonment of the conflict
Unilateral satisfaction
Simple bilateral satisfaction
Bilateral satisfaction through commitment
Bilateral dissatisfaction

24. VERONICA (11) and LAIS (12) moved their desks to copy the lesson from the
blackboard. ALICE (12) asks to join them by moving her desk closer to them. DIEGO
(12) looks at the scene and says, "ALICE follows them like a sheep!" LAIS replies,
"Shut your mouth, I rule my life and she can sit wherever she wants!" He looks back
and says once again smiling, "ALICE follows them like a sheep!." LAIS no longer
responds him and he looks toward the blackboard.

25. The girls walk hand in hand by the yard. Giulia (8) does not want to give a hand to
IRIS´s little sister (8) because her hand is sweaty. IRIS´s sister stops walking, because
she wants to go hand in hand. Giulia gets angry because IRIS says that she will wait for
her sister. Soon after, despite being annoyed, Giulia gives her hand to IRIS's sister.
Giulia says to Iris´s sister: _ Com´on, hurry up! The conflict ends.

26. - Abandonment is more frequent in five age
groups
- Conflicts involving teasing and strategies with
high level of coercion are more abandoned
- Cooperative strategies lead significantly to
more bilateral satisfaction.

27. The conflict has distinct characteristics and specific meanings throughout the
development.
Such knowledge, in turn, helps us to tailor the interventions proposed for each
age group, so configure as challenging situations that actually promote cognitive
imbalances needed to build new concepts.