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High/Scope has developed a conflict resolution approach designed for young children aged 18 months to six years. The approach is based on six simple mediation steps that teachers use with children during emotionally charged conflict situations. The steps are: (1) Approach calmly, stopping any hurtful actions; (2) Acknowledge children's feelings; (3) Gather information; (4) Restate the problem; (5) Ask for ideas for solutions and choose one together; and (6) Be prepared to give follow-up support. These problem-solving steps have been successfully used by teachers and caregivers working in preschools, Head Start programs, infant-toddler child care programs, nursery schools, and kindergartens. According to High/Scope early childhood consultant Betsy Evans, who developed the steps, they are effective with a wide range of children, including those enrolled in at-risk programs as well as those from privileged backgrounds. The steps in conflict resolution with young children are not all that different from the steps used by adults to resolve disputes in labor relations, diplomacy, law, and education, Evans says. "We took what we knew about early childhood learning and integrated that with the practical steps that are widely used by adult mediators and negotiators," she explains. "The result is like a box of must-have tools,a set of strategies applicable to a wide range of trying situations faced by teachers and parents." Evans believes adults often underestimate the capacity of young children to find solutions to their problems. "Emerging problem-solving abilities can be observed in children as young as 18 months," she says. "Young children are capable of quick, honest expressions of feeling, and with our support they can often come up with simple, creative solutions to problems." Using the six mediation steps helps turns problems into opportunities, according to Evans. The process of resolving disputes helps children build problem-solving and social skills that they can rely on throughout their lives, while the adult working with them gains a sense of accomplishment and a more peaceful and pleasant work day. The six steps are used differently depending on the age and developmental levels of the children. For example, preschoolers having a dispute are often able to describe what the problem is. With toddlers, the adult may have to observe what is going on and provide much of the language describing both the problem and the solution. Children's participation and agreement with the process is important, even when children's language skills are limited. A young child may confirm that the adult is on the right track by nodding, answering yes/no questions, or pointing. As children mature, they are able to take over more and more of the process themselves, and eventually are able to do it independently. Evans says that although violence prevention is often the stated purpose of conflict resolution programs in schools, the reasons for teaching children these skills are actually much broader: "While many of our children are not at risk for violent behaviors, the majority are at risk for not reaching their full potentials as caring friends, loving spouses, supportive parents, and cooperative work colleagues," she says. "These programs not only help to prevent the spread of violent behaviors among children and youth but also encourage the development of essential social abilities that allow children to grow as productive, independent members of our society." High/Scope Press offers several publications developed by Betsy Evans about conflict resolution with young children. Her book You Can't Come to My Birthday Party! Conflict Resolution With Young Children describes the problem-solving process in detail and offers over 50 actual stories of adults and children resolving disputes. The stories are taken directly from transcripts of mediations with children. Two videos , Supporting Children in Resolving Conflicts (preschool level) and It's Mine! Responding to Problems and Conflicts (infant-toddler level) , show the process at work in preschools and child care centers. High/Scope also offers professional development workshops that enable teachers to use the skills of conflict resolution with the preschool and infant-toddler age groups. The High/Scope Educational Research Foundation, an independent nonprofit research, development, training, and public advocacy organization located in Ypsilanti, Michigan, was founded in 1970. The Foundation's principal goals are to promote the learning and development of children worldwide from infancy through adolescence and to support and train educators and parents as they help children learn. In a High/Scope program, students learn through active involvement with people, materials, events, and ideas.