<![CDATA[Conflict is an inevitable aspect of children’s social interaction; however, the manner in which it is managed significantly influences social competence, classroom climate, and long-term behavioural outcomes. This paper presents a conceptual and practice-oriented framework for developing conflict resolution skills in early childhood within Nigerian school contexts. Drawing from social learning theory, socio-cultural perspectives, and peace education principles, the study synthesizes contemporary literature to examine the developmental foundations of conflict behaviour and constructive resolution strategies among young children. Unlike general discussions on school conflict, this paper situates skill development within culturally responsive and school-based pedagogical practices relevant to Nigerian classrooms. It proposes an integrated framework that emphasizes emotional regulation, communication competence, peer mediation, restorative dialogue, and teacher modelling as core components of early intervention. The paper further highlights the role of educators, families, and community structures in fostering sustainable peace competencies. By bridging theory and practice, this study contributes a context-sensitive model for embedding conflict resolution education into early childhood pedagogy, thereby supporting peaceful learning environments and long-term social development.]]>
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