A Case Study Of Game Of Children's Social Withdrawal Behavior Intervention

Children’s social withdrawal is a kind of problem behavior. In social situations or in thepeer-accompanied environments, social withdrawal children show kinds of cross-situationalsolitary behavior. Since the1980s, researches both abroad and at home have reached a certainconsensus on the definition, classification, influence factors and the consequences of socialwithdrawal. At present, the intervention studies on social withdrawal children have steppedinto the classification stage. Intervention studies on different types of social withdrawalchildren have been conducted both abroad and at home, but few case studies adopt gameintervention.On the basis of research results for the intervention of social withdrawal children bothabroad and at home, the author made a study on three selected social withdrawal children ofdifferent types from the top class of a kindergarten at Jinan. By means of questionnaires,interviews and non-participating observation, children’s present situation has been seen.Scientific and feasible game intervention plan has been made to intervene and reducechildren’s social withdrawal behavior. What’s more, the study also aims to enhance children’spositive emotions and initiatives, and improve the condition of children’s peer interaction. Theresearch results show that the game intervention program can improve children’s socialwithdrawal behavior and habits, and provides intervention samples for different kinds of socialwithdrawal children as well.The game intervention in this study is mainly based on Piaget’s cognitive developmenttheory, Freud’s psychoanalytic theory and Eriksson’s social psychology theory. The studydevised targeted, scientific and plentiful game intervention plan by combining three socialwithdrawal children’s individual presentation, peer relationship and the relationship betweenteachers and students. For case1(reticence), the teachers mainly choose games that canimprove children’s social skills and establish reasonable game space so as to improve theresearch subject’s relationship with peers; For case2(solitary-active), the teachers choosegames that are beneficial to emotional satisfaction, such as role play games. These games canguide parents to change their parental style, make the children to initiatively communicatewith others and also enjoy the pleasure of peer interaction; For case3(solitary-passive), theteachers use games to improve children’s position in the peer group and children’sself-efficacy. After the intervention, corresponding education countermeasures for the threeyoung children can be put forward based on the results of the game intervention. At the end of the paper, the author points out the shortcomings of this study.