| Objective To research for the interpersonal relationship development of pupils in the transition from kindergarten to elementary school on a basis of ecological system theory.Methods Adopting the parental behavior scale, peer relationship scale, teacher-student scale, school choice motivation inventory, parental expectation questionnaire and chinese edition of teacher-child rating scale, surveyed440pupils’ parent and teacher in Beijing.Then made statistical analysis,such as content analysis correlation analysis,ANOVA, latent profile analysis and structural equation model on the data.Results①Three types of relationships in the micro system, namely the quality of parent-child relationship, peer relationship and teacher-student relationship is consistent. Parents, peers and teachers, as the three factors have the most direct contact with children, has a direct impact on the development of children.②nteraction between the micro system formed the interpersonal relationship types of children, The relationship type is classified according to the dimensions of three kinds of interpersonal relationship, The three different types of interpersonal relationships, are harmonious type, general type and the imbalance of type. Three types of interpersonal relationships of the schools adapting is different.③In spite of the indirect effects of parents’ expectation and the level of motivation to their children in exosystems, it would also affect the parent-child interaction and the development of children.④The cultural factors in macro systems influenced parents’ educational ideas first, thus affecting parents’ expectation to their children in exosystems.⑥The ecological system in the transition phase of the children, the level of parental expectation impact on interpersonal relationship and the relationship between adaptation of school.⑦Each system plays a role in the interaction between ecological systems, and affect the overall development of children. |
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