An Experimental Study Of Interpersonal Cognitive Problem-solving Skill Training's Influence Upon Preschoolers' Peer Relation

Peer relationship serves a very important function in children's development and their adapting to the society. Good peer relationships help children to acquire social skills, enable them to have a sense of safety and belonging-to, facilitate the socialization of the children's emotion, facilitate the culture of children's sense of active environment exploring; the experience of partnership also can help the development of children's self-concept and personality. Whereas bad partnership can lead to a difficulty in adapting to school, it also has a negative influence not only on the present development of the children but also on the future adaptation of them. In view of the important functions of the peer relationships in children's psychological development, many psychologists at home and aboard have conducted research and discussions on how to improve children's peer relationships, especially on how to improve the peer relationships of children with low social skill. They have also offered some training projects. Among a large amount of the peer-relationship training projects, the project of interpersonal cognitive problem-solving has been paid much attention to. Studies show that the 4-6 years old children in our country have differentiated in their social statuses, the children with bad peer relation account for one-third of the children. So, we selected 4-6 years old children as subjects. This experiment explores the difference in the social cognitive problem-solve skill, emotion cognitive skill and the peer acceptation\refusal of the children with different social status; we adopt a social cognitive problem-solve skill training course to culture the social skill of the children with different social status in order to explore the influence of this course on the children's social cognitive problem-solve skill, the emotion cognitive ability and the partnership, discuss further the relationship between the children's social cognitive problem-solve skill and their partner communication.