Conflicts are inevitable in interpersonal relationships. In fact, they are usual in early childhood education centers and, thus, many educators consider them readily available educational tools, particularly valuable for children’s social development if they are constructively managed. In this research, we investigate the educational management of conflicts between young children at Emmi Pikler Nursery School in Budapest. In this early childhood education center, conflict is considered vital for children’s socialization, so the educational management of these episodes aims to support children’s resolution strategies and ultimately promote healthy socialization. The study objectives were: (1) to explore the details of the educator’s behavior in the different moments the conflict goes through; (2) to unravel the temporal distribution of the educational intervention; (3) to discover which behaviors from the conflicted children ―victim and instigator― trigger the intervention; and (4) to deepen in the effect of the intervention in children’s immediate behavior. We applied a systematic observation and used three complementary data analysis techniques to meet the objectives: Lag sequential analysis, T-Pattern detection and Polar coordinate analysis. Results indicate that the educator’s relational behavior is adaptive to the phases of the conflict and that there is a structured temporal distribution within them. Regarding children, particular behaviors from victim and instigator trigger the educator’s intervention and this intervention progressively leads to more adapted behaviors in conflicted children. In conclusion, the studied educational management of conflicts between children proves to be optimal in promoting children’s good behavior and in accompanying their socialization process.

人际关系中，冲突是不可避免的。事实上，它们在幼儿教育中心很常见，因此，许多教育工作者认为它们是现成的教育工具，如果对其进行建设性管理，对儿童的社会发展特别有价值。在这项研究中，我们调查了布达佩斯艾米·皮克勒幼儿园幼儿之间冲突的教育管理。在这个幼儿教育中心，冲突被认为对儿童的社会化至关重要，因此对这些事件的教育管理旨在支持儿童的解决策略并最终促进健康的社会化。研究目标是：（1）探讨教育者在冲突发生的不同时刻的行为细节；(2) 揭示教育干预的时间分布；（3）发现冲突儿童——受害者和煽动者——的哪些行为触发了干预；（四）深化对儿童即时行为的干预效果。我们应用系统观察并使用三种互补的数据分析技术来实现目标：滞后序列分析、T 模式检测和极坐标分析。结果表明，教育者的关系行为适应冲突的各个阶段，并且其中存在结构化的时间分布。对于儿童来说，受害者和煽动者的特定行为会触发教育者的干预，这种干预逐渐导致冲突儿童的行为更加适应。总之，所研究的儿童冲突教育管理在促进儿童良好行为和伴随他们的社会化过程方面被证明是最佳的。