Research Summary: From recognition to action: how preschool children confront violence through the dialogic model of prevention and resolution of conflicts

A study in Catalonia highlights the critical importance of early childhood violence prevention, focusing on children's recognition of non-explicit forms of violence like social exclusion or coercion. The research examines how teachers and families perceive this recognition within a school utilizing the Dialogic Model of Prevention and Resolution of Conflicts (DMPRC), suggesting its role in fostering prosocial behavior.

Why it matters

Addressing violence in early childhood education, particularly its implicit forms, is vital for long-term societal well-being and the creation of resilient future generations. Implementing effective models for conflict prevention and resolution at this foundational stage can significantly influence social development and educational outcomes, reducing systemic issues related to aggression and exclusion.

Key insights

• Violence prevention in early childhood is crucial for safe learning environments and holistic child development.
• Identifying implicit forms of violence (e.g., social exclusion, coercion, threats, blackmail, toxic friendships) is challenging in early childhood education.
• The study investigates perceptions of preschool students' recognition of non-explicit violence by teachers and families.
• The research context is a school implementing the Dialogic Model of Prevention and Resolution of Conflicts (DMPRC) in an urban area of Catalonia.
• The DMPRC approach is posited to promote prosocial behavior in children.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1911684