Background. Contemporary psychological and pedagogical research examines peer interaction development from socio-psychological and socio-pedagogical perspectives. In early childhood education, fostering humane feelings and relationships can serve as a significant mechanism for preventing risks of disintegration and conflict within peer groups.
Objective. To develop a conceptual framework for the prevention of disintegration and conflict in peer communities, grounded in theoretical justification and empirical identification of factors influencing the socio-psychological climate in preschool groups.
Sample. The study involved 1,567 early childhood educators from 38 regions of the Russian Federation and 7,377 parents from 49 regions. Systematic observations were conducted in 50 preschool institutions across 21 regions. A total of 239 observation protocols from groups of children aged 2 to 7 years were processed and analyzed.
Methods. The research employed: theoretical analysis and operationalization of key concepts; surveys of educators and parents using specially designed questionnaires; systematic observation of child interactions in preschool settings; and both qualitative and quantitative analysis of the collected data.
Results. The study systematized the primary factors affecting peer relationship formation and substantiated the axiological (value-based) component of a conceptual framework for preventing disintegration and conflict risks within peer communities through the cultivation of friendliness and collectivism in early childhood education.
Conclusions. A comprehensive conceptual framework was developed to mitigate risks of disintegration and conflict among young children. This framework outlines specific approaches, principles, and directions for educational practice aimed at nurturing humane feelings and relationships that promote friendliness, compassion, humanism, collectivism, and mutual support in preschool peer interactions.