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ability children and peer interaction research report Bridge Centre

eight kindergartens Huang Xuqin Yangzhong

Abstract: Children in kindergarten through active exchanges 一日 investigation, which found the problem, analyze problems, look for problems and take effective measures to be educational guidance. Peer interaction in the survey is very important in life. Play with peers, consult with each other to experience the friendship and to experience respect. Peer recognition, praise, will make children feel satisfied and happy, children get to know themselves, understand others, and learn how to get along with others, learn cooperation, sharing, waiting, care and other acts. Our mission is to develop young children a positive and optimistic attitude toward life, lively, cheerful character, and good social qualities, and enhance social. Therefore, we should enhance communication abilities of young children, so that children become the development of the times.

Keywords: Ability of Children with Peers

First, issues

the needs of both exchanges, but also of modern society's requirements. It seems from the position of educators, parents want their children associating with others, and want their children to have strong communication skills, willing to see children who have no playmates, do not want their children alone. Teachers hope that every child can get along with peers, mutual concern, mutual help, solidarity and cooperation. Children often want to have real friends and playmates, and this desire more strongly with increasing age of parents and teachers to understand the needs of children and peer interaction, to create opportunities for children and interact with other peers. But, after all, young children, on some basic interpersonal skills can not be a good grasp of the process with peer interaction will inevitably occur in a number of contradictions and conflicts. Adults can not always involved in conflicts in a timely manner. Adults, boldly let the children think of ways to resolve conflicts and contradictions with their peers, children develop the ability to solve problems independently. Children often face the problem have their own ways and means of conflict resolution, and the children themselves are more likely to be a friendly and cooperative manner to resolve the conflict, and more conducive to the child's development. Parents and teachers should give children an autonomous space and opportunities, I believe that children have the ability to resolve similar small problems. Companion ability is the children in life, learning and interaction with others is capable of, including several aspects of 1, the attitude of contacts, including the initiative to talk with peers; willing to accept the invitation of fellow, together with the companion game and experience the joy of them; 2, exchanges, including the ability do a good job together with fellow students on duty work; to complete the assigned adult task; can take the initiative to use assign roles to discuss a conflict that could persuade fellow, companion unintentional mistakes will understand; 3, friendly behavior, including willingness to put their favorite toys, food to share with others; wash hands, drink order; play with the toys do not like pre-empt, not exclusive; peer difficulties are willing to help.

II study

Subjects: Nanjing, a small class of 20 nursery children

of time: 2008 October 27-November 27

Third, research methods

this article, the author of the daily life of children in kindergarten peer interaction to observe, understand. Using observation methods and interviews freestyle wears police.

interview is to focus on parents of young children to understand the culture and improving peer interaction.

is observed activities were in kindergarten in the five-week random observation.

four observed cases and one case of

snack in young children to wash their hands when the children's sleeves too long, the old get the water sleeves, the teacher of the first songs specially compiled: Lala left and right pulling, the pulling, Under Lara, turn a circle pull up. Most children can still pull up, but cold weather, clothes to wear too many children do not pull up, please call me to help the side to help the children, children will say: ? At this time children will be very happy to help take the initiative, but also help reduce the child care teacher pulled one sleeve of the burden. Location

Case II: Small four classes

object: faint golden boy

content: the water line access, children always like to rush to do anything, all huddled together drinking will grab the cup, then the teacher to help children learn to wait, learn to line up, learn to save water, etc. this process, the children always like to push the kids, and once, faint water then pushed in front of the children, the results of the water knocked over, the golden boy fell down, a lot of children together in the back down on her, when I was frightened In my education, the child had come to know the importance of the queue.

analysis: a brief dialogue between children, language exchanges have increased the ability of children to solve problems independently, can take the initiative to talk with peers, willing to accept the invitation of fellow, learn some social rules and information exchanges between peers been significantly improved, but also improve the flexibility and spoken young children.

case three locations: a small group of

object: a small bright He Hongyi

Content: During the session under my belt every day, the regional games, through consultation assign roles, from a certain amount of social behavior. Children free choice of roles in the game to interact. In the construction area and found that many children like to squeeze in there and fight for the competition for building blocks. He Hongyi grab in blocks with a small light, I found, I suggest that you can work together in the next build houses and roads, and you discuss division of labor. Only in this way to resolve conflicts, children in the game without any restraint, but education still have to make some rules of the game, took the initiative to promote peer interaction children.

case four locations: Little Three

object: Ze Jia

Content: Good morning, Big Mama Chak excellent with children garden, a child and see me let me say hello. a! an explanation, I can only say you opt for what happened. But the kick is also boring answer, I do not want to force children, because after all, I do not know what the cause and effect, but also did not see the process of happening, I feel no right to speak, had directed at the child's parents, said: I would like to know. I see kids looked very embarrassed, very innocent, and Ze is only good at a loss. Parents gone, I find time to understand the general situation about to happen, at the regional activities, both in the doll house, cooking gas range for a dispute. Ze was not playing good gas range.

analysis: peer communication exchanges and cooperation is also common in young children, so children use language to express the purpose of action, expected results of action to help children take the right actions, they are a series of exchanges, continue to exchange the role of identity, the replacement of contacts to regulate their interaction and behavior, a common companion to experience the joy of the game and gradually learn to cooperate, exchange, taking turns, waiting, humility, compromise, such as coordination of peer relations skills. Regional activity can significantly improve child care contacts, but also to actively participate in activities, but also to carry out a number of exchanges with each other across age groups, to encourage children and kindergarten in contact with other persons, in order to broaden the scope of child care contacts, and guide children to use appropriate communication behavior, and further develop child care capacity.

case five locations: a small flights

object: Cocoa blossoming

content: at noon I took the children down to sleep, small age, is generally small, so it will not undress to sleep, repeated every day how I will undress, and then placed the clothes in good. Children will not have to wear sweater off, next to the children needed help to pull the sleeves off, I seriously teach this step, but I found a lot of children can not communicate with the next child. Fixed cocoa each sitting, I asked him why he did not take off, watching other people ah? He said: are reluctant to help me. Later, under the guidance of my step by step, to help him off before blossoming

case six locations: the class

Target: Agencies

content: lunch, many children are more picky and do not like to eat, the child will be left to eat a lot of time, or even eat. Slowly said to me: She said: This situation, let the teacher a headache, then the teacher thought of a way to allow children to eat fast food to feed the children slowly, but more willing to eat children, and sometimes a teacher to feed but do not eat. Children help each other, it is peer capabilities.

analysis: peer help-seeking behavior is very common in everyday life, many of the details, teachers focus on peer interaction, but also reduce the burden on teachers, with the increase contacts and exchanges between peers ability. Initiative with peers, willing to accept the invitation of fellow, can take the initiative of interaction with the guests. Please turn a small child care teacher, let them serve you at the same time, they would generate civic pride, get contacts fun. The random use of daily education, training and exercise all aspects of children's communication skills. Seven cases

Venue: Three

object: Cubs

Content: In my internship, every Friday is to share toys, the children brought their favorite toys, kindergartens, and is willing to play with his friends, and some are willing to exchange, to share his happiness, Bear said: Cong said: Eight cases

Venue: Class Two

object: quiet

Content: One day afternoon, the child playing with blocks puzzle game, have fun but also quiet, very involved when his father came to pick her up, Aoxue just touched her toy , see my father came quietly excited to grab Aoxue face smoothly, the building blocks of all pushed to the ground, we asked her what she did not answer, or even have to fight around the kids, we tried to educate her But he basically not listen, I try to understand her situation at home, her father said she behaved at home, no violence, must certainly be favored at home.

Analysis: refusal behavior is often children's peer interaction in an act, we want to help the children refused to interact positively identify the key contradictions. We, as a teacher refused to let the children learn the skills, refused to take a friendly attitude, or the reasons for the refusal, if the children refuse inappropriate, we can guide children to be corrected for my own shortcomings, in order to promote the development of communication skills. Guidance learn to listen to the ideas of others, calm to state their willingness to reach a consensus with others. Learn to communicate with parents, co-education, child care, so that children of parents actively involved in educational activities with, but also indicate the direction of education to parents.

five, reflection and Strategies

(a) provide interaction opportunities for the child care environment and create opportunities for interaction

-day life in the kindergarten, child care arrangements for the various activities is very compact, their full and peer interaction have not much time, so we can often see many children playing in the toilet, communication and even refused to come out; or talk in class, do not concentrate. Clearly, such exchanges of young children and social development is negative, even harmful. Therefore, we arrange activities, fully guaranteed to the child have some free time and space, and freedom of communication opportunities. Park and away from the park if they visit the area when the activity: let them be free with their own selection area and choose to play with peers. And outdoor activities in the game, we also provide them with sufficient free space, we try not to interfere with the teacher. Let them free in a free space communication.

(b) to help children learn to solve problems independently, to teach children communication skills.

in kindergarten through the collective life, the child will encounter various problems. Children learn how the exchanges friendly consultations, the master communication skills, we guide children to learn the language of communication, but also to their interaction attitudes, expressions and movements. If the construction area, we ask children to build cooperation, solidarity with each other to practice child care, humility skills: in the performance game, we ask children to produce their own, their rehearsals, to practice speaking skills of young children, self-division skills. In the game, children often from awkward to dig, from the strange to adapt to their exchanges and cooperation with their peers to feel the fun and satisfaction. In addition, we can participate as a friend to go to the activities, and actively guide and do demonstrations, activities to help children there to remove obstacles, so that children master the Activities.

(c) with the strength, interaction interaction and improve child care skills development.

through the group, we let the communication ability of young children and children with weaker capacity, interaction influence each other.

ability of children to the weak capacity to promote child care, so that they can be more enjoyable to participate in active communication activities. For some children do not want to participate in group games and we respect their wishes, not force them, but also find time to help his team build with other games closely. Because the ability to improve children's communication skills is a gradual process, and promote exchanges in respect of not Yijue. Outdoor activities and walking activities using both the opening of the Park concentration of active time, carry out cross-age interaction activities; encourage young children to the park with access to such other persons, in order to broaden the scope of exchanges between young children, guide children to use appropriate interaction behavior, and further improve children's communication skills.

(d) home interactive training skills of young children, set an example for the children.

children's bad habits to form the mental disorders, mostly formed in the home. In carrying out psychological education in early childhood, home to the same principles must be emphasized that in order to achieve maximum educational effectiveness. In carrying out the process of infant mental education, adhere to the parents in school activities. First, parents set up a Secondly, in order to parents indicate direction of education, teachers have taken great pains: the use of parents treat their children the right education. Also organized a number of parent-child games and activities, such as and let the parents understand the process of children's activities, to share the joy of children. In addition, also take advantage of a good types of communication from time to time, with education, guidance, and that individual children in a relationship, there is new breakthrough.

May we work together, focusing on the communication ability of children to enable children to become the 21st century with a sound pillars of character.

VI References

1, E.O. M. Ivanova, TB Gus Bokova. Preschoolers and research peers. International Social Science Bulletin, 1988,11

2, Zou Hong, peer relations function and influencing factors, psychosocial development and education, 1998,2

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