Abstract Conflict is managed in diverse culturally-preferred ways in communities around the globe. This paper examines peer conflict management in a Russian preschool, a setting that is central for learning and practicing culturally-appropriate ways of conflict resolution. Conducted in a language socialization perspective, the paper examines ways in which a cultural norm of being friendly members of a group is communicated by the teachers within the context of peer conflict resolution. Teachers are observed using various resources including directives, narrative elicitations and questions, characterizations, as well as physical manipulation of students’ bodies and available material resources to encourage friendly peer interactions and positive social relationships among the children, as members of a group. The paper also examines children's reactions toward the socialization attempts demonstrating that as they learn to follow this cultural orientation, the children also learn the ways to creatively resist and appropriate such an orientation. The paper is based on discourse analysis of audio-visual recordings (40 hours) of adult–peer and peer–peer interactions and ethnographic observations conducted over a period of three consecutive summers.

中文翻译：

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“与所有孩子成为朋友”：俄罗斯幼儿园的友谊、团体成员和冲突管理

摘要 冲突在全球社区中以不同文化偏好的方式进行管理。本文研究了俄罗斯学前班的同伴冲突管理，这是学习和实践适合文化的冲突解决方法的核心环境。该论文从语言社会化的角度进行，研究了教师在解决同伴冲突的背景下交流作为一个群体友好成员的文化规范的方式。观察教师使用各种资源，包括指令、叙事引出和问题、特征描述以及对学生身体的物理操纵和可用的物质资源，以鼓励作为群体成员的儿童之间进行友好的同伴互动和积极的社会关系。该论文还考察了儿童的 对社会化尝试的反应表明，当他们学会遵循这种文化取向时，孩子们也学会了创造性地抵制和适应这种取向的方法。该论文基于对成人与同伴和同伴之间互动的视听记录（40 小时）的话语分析以及连续三个夏季进行的人种学观察。