Preschool Teachers, Early Childhood Intervention In The Conflict Behavior Research,

Conflict is a very ordinary phenomenon in the growing period of children. Reasonable adoption of conflicts can be beneficial for children's socialization. To maximize the positive effects of conflicts, the appropriation of teachers' intervention is extremely crucial. However, kindergarten teachers' intervention differs greatly; some have ambiguous understanding of the significance of teachers' intervention and in turn behave improperly. Further more, research on kindergarten teachers' intervention are quite scare; even the already-had ones are lack of systemization. Therefore, this research conducted a comprehensive summarization and analysis, aiming to providing reasonable and operational method instruction for adjustments of teacher's behavior.This study mainly adopted qualitative research methods, taking Public Kindergarten of Weishan County in Shandong province as the sample, investigating six teachers in three grades by natural observation and interview for one and a half months. Based on collected information, this thesis started with the classification of kindergarten teachers' intervention: according to its beginner, it includes initiative intervention and passive intervention; according to its style, it includes controlling, ignoring and helping; according to its result, it includes positive results, mediate results and negative results. Then it discussed the problems existing in teachers' intervention to children's conflicts, such as the improper intervention time, unreasonable utilization of conflicts and unscientific intervention methods. Pointing at these problems, it analyzed the factors affecting teachers' intervention behavior from the angles of teachers themselves, children's conflicts and environment; at last, it combined the research and analysis and put forward suggestions for the positive adjustments of kindergarten teachers' intervention, one is to improve teachers' intervention behavior, the other one is to improve the construction of kindergarten, creating good environment for the implementation of positive intervention.