The purpose of this research was to determine in what ways increased role-play lessons of grace and courtesy affected conflict resolution in an early childhood classroom. This research study was conducted at a private Montessori school in a midwestern metropolitan area. The sixweek study was completed in a classroom with 29 children, ranging in age from thirty-three months to six years old. During the study, data was collected on the number of conflicts and grace and courtesy lessons. Data was also collected on levels of cooperation and use of respectful language among children, as observed and reflected on, by the adult. Results showed that increased grace and courtesy lessons correlated to the decrease in number of conflicts during the intervention, and children were noted using grace and courtesy lesson language in their interactions. Further study could include grace and courtesy lessons directed to specific reasons for conflict per classroom
