TRAINING PROGRAM FOR COLLABORATION AMONG EARLY CHILDHOOD EDUCATION TEACHERS: ENHANCING CONFLICT MEDIATION IN A CHILD EDUCATION CENTER

Abstract

This bibliographic article discusses the importance of a training program focused on collaboration among Early Childhood Education teachers as a strategy to improve conflict mediation in the daily routine of a Child Education Center. It is based on the understanding that conflicts are part of children’s socialization processes and, when intentionally mediated, can become pedagogical opportunities for the development of language, self-regulation, empathy, and shared agreements. The review showed that interventions based solely on commands and punishments may stop the episode immediately but do not always promote lasting learning, whereas practices grounded in listening, dialogue, and children’s participation enhance autonomy and the quality of relationships. It was also observed that mediation consistency depends on team alignment: when each teacher acts differently, children receive contradictory messages; teacher collaboration, in turn, strengthens shared criteria, reduces improvisation, and supports more coherent interventions. The analyzed studies further indicate that school-based continuing education through real-case analysis, collective development of simple protocols, and reflective spaces helps expand teachers’ communicational repertoire and decrease impulsive responses, fostering a safer institutional climate. It is concluded that investing in professional collaboration and dialogical practices of coexistence strengthens conflict mediation and aligns with Early Childhood Education learning and development rights established in the BNCC.