Study Of The Ecological Environment, The Creation Of Children's Social Skills Training

Since 1970s, western researchers had focused highly on children's social skills, especially in terms of the cultivation of them. And it started a strong wind of"social-skill training"in the society. Most of the researches stressed direct training patterns, which usually caused the neglect of environmental effects. In the view of the ecology of human development it was good for the cultivation of young children if we created a specific environment related to the social skills. Therefore, this article aimed to explore a set of doable and available social-skill training projects through the joint efforts from experts, teachers and parents. Intervention was adopted in this study, which selected randomly three groups from bottom class and middle class of the kindergarten respectively, two of which were Experimental groups, one Non-influenced group. One Experimental group---group one, only received intervention from kindergarten, while the other Experimental group---group two, received intervention from both kindergarten and family. Intervention time was up to two terms. Through three tests, we found that :1. Intervention significantly enhanced two social skills:environmental-related and interpersonal -related skills of the children of bottom class and middle class. The middle test showed, three groups of bottom class were significantly different from one another, and group two was significantly superior to Non-influenced group. The last test showed, three groups of bottom class and middle class on environmental-related and interpersonal -related skills were significantly different from one another, and group two was significantly superior to Non-influenced group.2. Intervention obviously improved social intercourse behavioral-cognition strategies of the children of middle class. After intervention, three groups on interpersonal conflict-solving strategies were significantly different from one another, and group two was higher than group one and Non-influenced group.3. Intervention promoted the development of children's cooperation skill of bottom class. After intervention, group two was significantly better than group one and Non-influenced group, and group one was significantly better than the Non-influenced group.4. The intervention of the mesosystem, the combination of kindergarten and family, worked best. After intervention, the project about the combination of kindergarten and family was the best among all the items with significant difference, no matter among bottom class and middle class.