Young Children's Conflicts with Peers and Siblings: Gender Effects.

Descriptors:Age Differences, Child Behavior, Conflict Resolution, Interpersonal Competence, Peer Relationship, Play, Preschool Children, Sex Differences, Sibling Relationship

Abstract:Two studies examined preschoolers' conflict behavior in peer and sibling dyads. Found that conflicts were quickly resolved in nonaggressive ways, and they occurred within the context of ongoing, coordinated play. Most conflicts occurred between same-gender dyads. Age was also found to influence conflict behavior. (HTH)

We observed conflict behavior of preschool-age children in both peer and sibling dyads. The effects of gender of partner, age of partner, and types of toys (masculine versus feminine, and social versus inpidualistic) on conflict were analyzed. The findings across peers and siblings were robust. Conflicts were quickly resolved in nonaggressive ways. They occurred within the context of ongoing, coordinated social play. Children tended to be communicative in conflict, explaining their actions and feelings. Most conflicts occurred between same-gender dyads. Gender effects on conflict were minimal. Differences were also noted. Older peers were more verbal than younger peers. Peers most often protected direct, intrusive actions. Older siblings were more likely to protect than younger siblings. Also, older siblings were often likely to be on-task, engaging in solitary play, when the younger sibling made some protest. The social problem-solving skills learned in conflicts are discussed in the context of developmental theory.

Theorists now recognize that children develop within a network of social relationships. In addition to the parent-child relationship, peer and sibling relationships make unique contributions to social, cognitive, and emotional development (Hartup, 1989; Katz, Kramer, & Gottman, 1992; Ladd, 1991). For most children, peer and sibling relationships begin very early in childhood (Hartup, 1983; Stoneman & Brody, 1993). Peer relationships are equalitarian in nature (Katz et al., 1992) and may be responsible for the decline of egocentrism (Piaget, 1965). It is within peer relationships that concepts and behaviors of cooperation, mutual respect, and interpersonal sensitivity develop (Hartup, 1989). Sibling relationships are more complementary in nature, and thus, may contribute toward the development of leadership and teacher roles (Katz et al., 1992; Stoneman & Brody, 1993). In addition, sibling relationships play an important role in the development of self-identity (Bank & Kahns, 1982; Dunn, 1983).

As with any close relationship, conflict between peers and siblings is inevitable. Conflict is not necessarily destructive, however. Conflict can have constructive functions and may enhance the unity of a relationship if managed successfully (Notarius & Markman, 1993; Vandell & Bailey, 1992). Many variables, including the type of relationship (peer or sibling), gender and age of partner, and situational factors (e.g., type of toys) may influence the nature of conflict. This study was designed to ,examine the effects of these variables on conflict. Younger and older preschool-age dyads, and preschool-age children with their toddler siblings were examined.

How might the nature of the relationship affect conflict? In sibling relationships, there are complementary roles, with the older sibling being the manager and teacher (Katz et al., 1992; Vandell & Bailey, 1992). In managing the younger child, one would expect the older child to use more directives and to criticize and protest the younger sibling's behavior. Indeed, older siblings initiate more agonistic behaviors than younger siblings (Vandell & Bailey, 1992). The younger sibling is more likely to accept the manager role (Brody, Stoneman, & MacKinnon 1982; Stoneman, Brody, & MacKinnon, 1984) and, therefore, is less likely to resist or protect against the older sibling's behavior. Peers, however, are equal in status "Therefore, they may be equally likely to protest each other's behavior.