| Peer interaction plays an indispensable role in the continuous development of social life.For young children,it is also the best way to help them grow and enter the society.It is an important source for satisfying children's needs for communication and acquiring a sense of belonging and a sense of security..Young children will need to communicate with people after they are born.This is a need for human instinct.Especially in today's era of rapid development of information technology,people's interactions with their peers are more frequent and common,and the development of children's peers' ability to communicate with children is an important manifestation of the socialization of children's development.It plays an important role and plays a decisive role in the future development of personality and the development of social capabilities.It can thus be seen that for young children who are in the golden age of education,it is necessary to cultivate their peers' ability to interact early so as to lay a solid foundation for future social interaction and social adaptation.Games are the link that connects the hearts of young children.The game plots,rules,and roles played in group sports games all have the content and composition of some peer interactions.Participants need to cooperate with each other and have more language,eyes,and physical communication to complete the game together.The content of the game,and the group sports game is also one of the types of games that young children are very fond of,so this article will use the group sports game as an independent variable for the laboratory.Therefore,based on the national and social needs of children's social development and the children's physical and mental development characteristics,this article takes a 4 to 6-year-old child in a kindergarten as the research object,and tries to explore the effects of group sports games on children's peers' intercourse ability.This article comprehensively adopted the literature method,the questionnaire method,the interview method,the observation method,the experiment method and the case study method.Based on the level of physical and mental development of infants,an intervention program for group sports games was compiled as an intervention factor,and the experimental group of young children was A 12-week(24-time)sports game intervention,using the "4-6-year-old child peer-communicative competence teacher appraisal questionnaire" as an assessment tool,scores for the experimental class and the control class before and after the intervention of the large class group and the middle class group group sports game Data statistics and analysis were conducted to compare the differences in results of the four dimensions of peer interaction capabilities to verify the effectiveness of group sports games on infant peers' acquaintances and to select two typical case behavior changes during the course of the experiment.Teacher interviews and random observations were also conducted in order to verify the validity and scientific nature ofthe experiment.Conclusions are as follows:1.Group sports games can effectively promote the development of peers' ability to communicate with children aged 4 to 6 years old.Children in the experimental group were significantly higher than those in the control group in all dimensions and total scores of their peers' acquaintances.Compared with before and after the intervention,the infant abilities of the two cases also improved.This shows that group sports games have outstanding special functions to promote the development of children's social development and peer relationships,and can effectively promote the development of peers' ability to communicate with children aged 4-6.It is one of the best ways for young children to achieve development.2.There is an age difference in the development of peer-to-child interaction between 4 and 6years old.(1)The ability of peers aged 4-6 years old has an overall upward trend.However,children of different ages have differences in their peers' ability to interact.The ability of peers in the 5-6age group is higher than that of the 4-5 year old children,and the ability to communicate with peers in the 5-6 age group.The effect of intervention was better than that of children aged 4-5years.Differences were mainly manifested in prosocial behaviors,linguistic and non-verbal levels.Of course,this is inseparable from the influence of various factors such as the physical and mental development characteristics of infants,natural maturity,and social experience.(2)For 4-5 year-old children,group sports games can be significantly improved in the children's prosocial behavior,language and non-language,social barriers and social initiative.(3)For 5-6-year-olds,group sports games can significantly improve prosocial behavior,language,and nonverbal abilities,while their social proactive interventions are less effective.3.There is a gender difference in the development of peer-to-child interaction among children aged 4-6 years.(1)Girls are more likely to show concern and help with behavior.They tend to express facial and verbal attacks when expressing dissatisfaction and aggressive behavior.Boys tend to attack on body movements.(2)For group sports games,girls are more interested in and more active,and boys are more interested in game equipment and props.In general,girls have more prosocial behaviors,fewer social barriers,more ability to use language and non-language to communicate with their peers,and are more popular and peer-to-peer than boys.Based on the above conclusions,the following suggestions are proposed: 1.On the establishment of the park organization(1)The park should pay attention to the development and promotion of group sports games.(2)Pay attention to the construction of the group sports game communication environment.(3)Carry out various forms of homeland cooperation.2.In termsof ideological understanding of teachers(1)Renew the concept of teachers and actively spread the significance and value of group sports games.(2)Support and guide young children with poor communication skills to play the role of the game.(3)In combination with everyday situations,give positive evaluation and effective guidance to children.(4)Starting from the personality characteristics of young children,carefully interpret the differences and tendencies of children's peers' ability to communicate.3.Establish parents' homeland education ideas. |
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