Influence Of Inhibition Control Of Children Aged 4～6 On Peer Intercourse Ability

Executive function,as an advanced cognitive function of children,has an important impact on children’s peer communication ability.Inhibition control is a major component of executive function,which plays a key role in the study of children’s emotion and social behavior.In the wave of positive psychology,some researchers pointed out that promoting children’s positive interpersonal relationship needs to cultivate children’s positive thinking,and positive thinking can not be separated from emotional competence.Peer attachment theory also points out that children’s own characteristics,especially their cognitive level and emotion,will affect their peer interaction.Therefore,based on the peer attachment theory and cognitive emotion model,this study explores the developmental characteristics and relationships of 4～6 year-old children’s "cold" and "hot" inhibition control,emotional competence and children’s peer communication ability,and further summarizes and improves children The influencing factors and strategies of peer communication ability.This research uses a combination of quantitative and qualitative research methods.In the quantitative research stage,130 children were used as the evaluation objects,and the "cold" and "hot" inhibition control tasks,emotional competence tasks,and children’s peer communication ability questionnaire other evaluation methods were used to explore the inhibition and control of children aged 4 to 6 years.The development characteristics of emotional competence and peer communicative competence,and the mediating role of emotional competence in children’s inhibitory control and peer communicative competence;In the qualitative research stage,firstly,the event sampling observation method was used to conduct case observations on 4children,and the two groups of children with high and low peer communicative ability performance characteristics in inhibition and control,emotional competence,and peer communicative ability behavior were extracted;secondly;Using the semi-structured interview method,17 parents and 14 teachers were interviewed to further summarize the behavioral characteristics and influencing factors of children’s peer communication ability of different development levels,and provide new ideas and targeted suggestions for improving children’s peer communication ability.The main conclusions of the study are as follows:(1)There is a significant positive correlation between "hot" inhibitory control,emotional competence,and children’s peer communicative competence;"cold" inhibitory control is significantly positively correlated with emotional competence,but there is no significant correlation with peer communicative competence.(2)Emotional competence has a partial mediating effect between the "hot" inhibition control and the communicative ability of young children’s peers,and there is no mediating effect between the "cold" inhibitory control and the communicative ability of young children’s peers.(3)Children with high peer communicative competence have better behavioral performance in "hot" inhibition and control and emotional competence.For children with low peer communication skills,focusing on children with poor awareness of rules is the focus of the follow-up intervention of this study.(4)Among the factors affecting the social environment,choosing an outdoor place close to nature or rural areas will be more conducive for children to communicate.(5)Promoting children’s peer communication skills requires the joint efforts of parents and school teachers.For parents,it is necessary to create opportunities for children to interact with peers(time and space);reduce unnecessary intervention;encourage children to independently solve small conflicts encountered in communication;guide children to establish peer learning circles;strengthen their own learning.For school teachers,it is necessary to grasp the "critical events" to guide education;use the home contact book to promote home-school communication;help children to form peer circles of different communication levels;improve the game format of the kindergarten sports games;increase the frequency of home-school cooperation.