The Comprehensive Educational Intervention Study On Social Skills Of Rejected Children

Peer relationship is one of the main social relationships of children.However,due to the core of family structure,urbanization of living environment and modern parents’ emphasis on intellectual education,there are many problems in children’s social interaction in China.Therefore,it is of great practical significance to pay attention to and strengthen the research on children’s social problem intervention.This study takes two rejected children as the research object,based on the combination of teaching,curriculum and one-day life,explores the kindergarten as the main environment,using comprehensive education intervention to intervene socially disadvantaged children,finds out the real and effective strategies to improve the social status of rejected children,and provides valuable suggestions for inexperienced kindergartens and teachers.Through observation and interview,this study found that the rejected children lack social cognition,emotional coping,attack replacement and other social skills,so the intervention is divided into three stages,starting from the cognitive,emotional and ability of the rejected children,comprehensively using a variety of educational means such as games,teaching and daily life,and taking the intervention methods such as observation learning,empathy training and cognitive skills training A series of comprehensive education intervention activities were designed and implemented from four aspects of collective activities,life activities,regional activities and outdoor activities.The children with poor peer relationship who were rejected were given comprehensive education intervention for 12 weeks.The results show that: rejected children have improved in the nature of communication,communication mode,communication time,communication rounds,interaction orientation,interaction results,social skills and peer acceptance,and their social status has changed from rejected children to ordinary children.The research shows that in the kindergarten context,combined with children’s daily life and educational activities,the comprehensive education intervention program can not only effectively improve the social status of rejected children and enhance their peer acceptance level,but also break the limitation that the former intervention implementers are professional researchers,which provides help for the future kindergarten and teachers to carry out independent intervention,and also improves the quality of life More conducive to the popularization of intervention for socially disadvantaged children.Combined with the development of comprehensive education intervention activities,this paper analyzes the mechanism of comprehensive education intervention activities to improve children’s social status as follows: to recognize the comprehensiveness and permeability of social learning;to improve children’s participation and success rate in the activities;to make rational use of positive reinforcement,to establish a good teacher child relationship;to improve parents’ educational concepts and rearing methods.