A Study Of Types And Causes About Peer Conflicts Of Mid-Class Preschooler In Area Activities

In kindergarten, the conflict between kids companion may happen at any time. Theconflict is expressed more directly as a directly and superficially antithetical collision. In therange of relatively open space of area activities, Peer conflict resulting from possession ofthe material, different cognition, behavioral action, and speech brings bad impact and impedesdevelopment of area activities. Through reading some relevant documents and doing fieldobservations, it is found that conflict is the result of different views when the children face thesame problems, the way of communication between kids and not a malicious collision. Thisconflict is from with the self-centered sense to without self-centered sense.Kids in intermediate classes of kindergartens, who is in the transitive stage of erasingself-centered develop from alone games to desire playing games with companions comparedwith kids in elementary glasses. However, in the process of activation, not as seniors have agood way of communications the intermediate children’ awareness of the rules andregulations is not completely formed. As the result of this, the conflicts easily occur betweenpeers. So this thesis is going to chose intermediate preschoolers for the study. Selectingpermanent activity region of roles, construction activity areas, art activity areas, the naturalcorner activity regions as view points in general kindergartens, based on observation, analysis,summary conflicts is divided into10kinds, which are material possession, use of materials,the number of participations in roles, given roles, joining the game ranks, aesthetic taste, theability of cognition, squeezing the spatial location to contest for the right and work evaluation.Through analyzing and summarizing the cases of these specific types of conflict, this thesissums up the reasons of leading to peers conflict, including the children’ own inherent socialcognitive level, social interaction skills, personal qualities, the state of the current situation,external factors like, family environmental factors and kindergartens factors. Family factorsinclude the styles of education of families, the relationship of parents and the qualities ofparents. Kindergarten factors include the conditions of regional activities, the management ofteachers in the classrooms and management of the kindergarten.Finally, the investigator reflects to some problems that exist in this study and proposesome related reasonable solutions to the causes associated with the conflicts triggered in areaactivities by kids. These proposals are propounded for the main guardians. It is recommendedthat guardians should improve their own qualities in order to build a good family atmosphere for their little children and correctly understand the educational value of peer conflicts. It isproposed that the educators, including direct class educators from the specialized point ofview support the peer conflicts and indirectly educators build a good garden atmosphere.