Effects of conflict resolution training integrated into a kindergarten curriculum

The effectiveness of a conflict resolution training program was examined in an American midwestern suburban elementary school. Participants were 80 ki ndergartners randomly assigned to an Experimental or control condition in m orning or afternoon time blocks. Children in the experimental condition rec eived 9 hr of conflict resolution training integrated into a curriculum uni t on friendship taught daily for 4 consecutive weeks. Children in the contr ol condition were taught the identical friendship unit for the same period of time without conflict resolution training. Teachers rotated equally acro ss conditions. Significant differences between trained and untrained childr en occurred in their knowledge and retention of the conflict resolution pro cedure, willingness and ability to use the procedure in conflict situations , and conceptual understanding of friendship.