Research On Teachers’ Intervention Behavior In Peer Conflict Of Small Class Children

When people grow up in communication,conflict is one of the forms of communication,which means that conflict has a positive significance for the growth of people.Peer conflict among small class children is one of the forms of communication between children,which has a positive significance for the growth of children,especially the social development of children.This requires reasonable intervention and guidance from small class preschool teachers.The scientific intervention of small class teachers ’conflict behaviors among young children will build a bridge between their recent development zones,not only promote their rapid adaptation to the kindergarten environment and life,lay the foundation for the development of middle and large classes,promote their social development,but also improve their language ability and thinking level,promote personality development,etc.However,when the researchers initially observed the behavior of small-class teachers’ involvement in the conflict of children’s peers,it was found that there are certain problems in the teacher’s intervention behavior,which is not conducive to the children’s adaptation to the kindergarten life and smooth growth.However,the academic circles often focus on the research of teacher intervention behaviors of peer conflicts in young children in middle class or large class,or take the whole small class,middle class and large class as the research object,but they do not focus on the teacher intervention behaviors of peer conflict in small class children.Therefore,this article uses the literature method,observation method and interview method to take the intervention behavior of a small class teacher in a kindergarten in T city G as the research object to explore the actual situation of the small class teacher’s intervention in the peer conflict of children,improve the teacher’s intervention behavior,and then promote the child to adapt to the kindergarten Live and grow.This study found that the current small class teachers’ involvement in the conflict behavior of children’s peers is divided according to the depth of intervention,from low to high,and can be divided into four main ways: perfunctory response,including soothing emotions,"later" without dealing with two Methods;simple prevention,including separation of the two parties to the conflict,silent reminders,simple commands,game deprivation,etc;authoritative judgment,including the determination of belonging of goods,judgment of right and wrong,judgment of the sequence of activities;scientific guidance,including guiding children to apologize for reconciliation and establish contacts Standardize and guide,determine the public ownership of toys,use "empathy",and provide methods.There are four characteristics of the small class teacher intervention behavior: the teacher mainly focuses on the involvement of explicit child peer conflict;the background of teacher intervention in the small class child peer conflict is mainly games;the teacher often intervenes in the middle stage of the child peer conflict;teacher intervention The behavior is mainly based on "shallow" intervention.There are several problems in the intervention behavior of small class teachers: the timing of teachers ’intervention in the peer conflict of children is relatively hasty;the methods of teachers’ involvement in the conflict of children ’s peers are arbitrary;the teacher ’s response to the conflicts of the children ’s peers is more stylized;The process of intervening in the peer conflict of young children lacks continuity;the teacher’s involvement in the conflict behavior of young children’s peers is more violent.There are three main reasons for these problems: There are certain deviations in the teachers’ own educational concepts,and some teachers do not recognize the positive significance of the children ’s peer conflict to promote their social development,and the details of the game management are not in place;the number of small classes in the kindergarten is too large,Insufficient training for teachers in small classes;some parents do not understand and support the work of early childhood teachers.In order to improve the intervention behavior of early childhood teachers,and promote the small class children to adapt to the life of the kindergarten as soon as possible and develop their sociality,teachers should establish a correct concept of education and conflict;choose the appropriate timing and methods of intervention;pay attention to the details of the game management;cooperate with the family and strengthen daily life Conflict prevention education.In addition,the kindergarten must provide conditions that facilitate teachers ’involvement in the conflicts of children ’s peers.