A Study On The Intervention Of Shy Children Based On Emotional Control And Social Skill Training

As the growth of the age, young children will transfer from family tokindergarten. Parents and teachers pay more attention to children’s socialability. Good social abilities help children adapt to the kindergartenenvironment more quickly. Because of lacking interaction with others,silence shy children are otfen ignored by peers and adults. To help shy andsocial withdrawal children gradually acquire social interaction skills drawattention to the researchers.In this study, the shyness refers to wariness and anxiety in the face ofsocial interaction situation. Shy children lack initiative when they play withothers. They are easily to get negative emotion such as nervous or anxiety.We used Children’s Behavior Questionnaire (CBQ) and teachernomination to choose the shy children. Finally,16four-six years oldchildren were selected. They were randomly assigned to experimentalgroup and control group. Both groups were participated in the pre-testincluding free play and self-introduction. The time that Children spentplaying with others and the frequency of interaction during the free playwould be recorded. Researchers gave the children score according to theirbehavior in self-introduction and used nonparametric test to deal with thedata. The result reported that in the pre-test, both group children lackedinteraction with other children when they were playing in the newsurroundings. They spent more time on solitary play, looking other personplay or wandering around the classroom. Shy children were more likelyrefuse to introducing themselves in front of strangers. They would be moreanxiety or nervous with unnatural body language, such as avoid eye contactor lower their heads without say anything.Atfer consulting other interventions program, we intervened shychildren based the study on emotion control and Social Skills Training. Courses were designed from three aspects-behavior, emotion andcognition. In order to cnrich the content and make it more interesting, theteacher carried out the lesson including using picture book, games andpuppet. The program is designed to develop shy children’s social abilities,such as peer relationship, and to encourage them to initiate contact.Experimental group children participated in8weeks intervention program,with the control group didn’t do anything.After carrying out post-test (the same content as pre-test), we find that:1.Alter intervention program, experimental group children spend moretime play with other children in free play. They can keep playing with otherchildren by responding friend in various ways.2.Experimental group children behave more naturally inself-introduction. The anxiety and withdrawal behavior happened declined.Experimental group children would like to introduce themselves to otherswith speaking naturally and using eye contact. They can make other knowwhat they are talking about.3.The class performance of experimental group children improves atferintervention program. Experimental children are willing to raise their handsin class and take an active in classroom. As teachers reported, thesechildren would like to join game play with others.The program based on emotion control and Social Skills Training havea positive effect on shy children. The research systematically introduces thecontent and provided reference and strategies about the program for furtherstudy.