This master’s thesis presents an action research, conducted with professional workers in the kindergarten. Kindergarten teachers participated in the research of an innovative action, observing and thinking about their approach to conflicts in a group of children in order to change it. The theoretical part presents the working practice in the Kairos group. According to the group, the most important elements for conflict resolution in the kindergarten are synergetic generic principles, the ethics of participation, the perspective of power, a child’s voice, the elements of a working relationship as well as the importance of a respectful, positive and co-creative language in the kindergarten. The empirical part studies how kindergarten teachers perceive the impact of professional workers’ actions from two years ago on their today’s practice of conflict resolution in children. I also determine how they define acceptable and unacceptable behaviour, whether they consider the children’s voice in case of a conflict, what is their perspective of actions, what type of constructive behaviour they identify as a possible alternative to unconstructive routine behaviour and what are the obstacles in a repeated implementation of alternative constructive methods in conflict situations. My conclusions are the following: professional workers and the participation in the Kairos group encourage kindergarten teachers to abandon less appropriate approaches to conflict resolution and develop new, alternative, more successful approaches; kindergarten teachers do dedicate their attention to conflict resolution in the kindergarten; they want to learn the children how to solve conflicts on their own; to do so, the following factors must be considered: time, repetitions, learning from mistakes, approval, encouragement and humour; kindergarten teachers perceive the set steps as control parameters or motivational sources in trying to recognize the importance of changing their ineffective approach in conflict situations involving children.
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