The Study Of The Characteristics And Its Inlfuencing Factors For Nreschool Children’s Peer Interaction In Rural Primary School

：Peer interaction has a great significant on children’s physical and mentaldevelopment, especially for children’s social development. However, the developmentof children’s peer interaction in our country is not very good. It mainly manifested in theabsence of communication initiative, the low frequency in interaction, the poorer qualityof relationship, and lack of necessary communication strategy, etc.This study was conducted in a primary school in Chongqing by using peernomination, peer report method, observation and interview method to explore children’speer interaction characteristics and its influencing factors. The results show thatpreschool children’s peer interaction has the following features: they have generaloverall relationships, children communication range is extensive; the contact time ofsingle person is short, but time for no contraction is long; the theme of peer interactiongave priority to the common game. It shows that both the cognitive development leveland the social participation level are not very high. The mediation material resources forchildren’s peer interaction is sufficient, but children’s favorite material for peerinteraction has a big dissipative characteristic; children shows positive behavior ininteraction, such as good at sharing, ready to help others; on the other hand children arelack of rules in their peer interaction, especially the lack of collective rules andassociation rules.A lots of factors influenced children’s peer interaction, such as, the environmentand management of School, the game material that the School offers, the teacherprofessional level and the attention they paid to children, parents and the peers.Children’s peer interaction characteristics and its influencing factors have the negativeside, this study put forward the following Suggestions：First, promote the environment.Rural schools should pay more attention to the setting of activity area indoor and outdoor, and promoting the arrangement of space; second, pay attention to thedevelopment of the games, such as structural game, symbolic game and the games withrules. Third, increase the long-lasting game materials. Fourth, improve the professionalquality of teachers. Fifth, set the parent-school cooperative relationship...