A Study On The Strategies Of Teachers To Deal With Children’s Verbal Negative Behavior

The social development of children is a very important aspect of psychological development,including the development of social emotion,social cognition and social communication behavior.Children’s verbal negative behavior is a manifestation of the conflict in their cognitive,emotional or attitude development.It is very important to carefully analyze children’s negative words such as "no","no(have)" and "don’t" and the context of negation.Teachers are an important factor affecting children’s social development,and the strategies teachers adopt when dealing with children’s verbal negation will directly affect their social development.The study of teachers’ strategies to deal with children’s verbal negation by combining speech act theory,grounded theory and dialogue theory is beneficial to enrich the related theories of children’s language and social education,improve social attention to children’s verbal negative behavior and provide teachers with positive strategies to deal with children’s verbal negative behavior.The thesis is divided into five parts:The first chapter is the introduction,which mainly elaborates the reason for the topic selection,research significance,literature review,research design and definition of core concepts.The second chapter is about the performance,inducement and characteristics of children’s verbal negative behavior.Through the self-made "Children’s Negative Verbal Behavior Observation Sheet",136 children’s verbal negative behavior events formed by186 children were sorted out,and 5 different types of children’s verbal negative behaviors and their incentives were summarized—the verbal negative behavior performance and inducement of children who indicate rejection,the verbal negative behavior performance and inducement of children who indicate denial,the verbal negative behavior performance and inducement of children who indicate dissuasion,the verbal negative behavior performance and inducement of children who indicate incompetence,and the verbal negative behavior performance and inducement of children who indicate cognitive negation.Combined with the statistical analysis of the data,it further points out the main characteristics of children’s verbal negative behavior: children mainly use "no" to implement verbal negation;children’s verbal negative behaviors that indicate cognitive negation and rejection are the most common in small,middle and large classes;children of different ages have differences in the types of verbal negative behaviors;children of different genders have different types of verbal negative behaviors;in different situations,there are extremely significant differences in various types of verbal negative behaviors of children;children usually have neutral or negative emotions when they perform verbal negative behaviors;children themselves,teachers and specific situational factors induce children’s verbal negative behaviors;children often use both verbal negative behaviors and non-verbal negative behaviors.The third chapter is about the common strategies and characteristics of teachers coping with children’s verbal negative behaviors.Through the analysis of 94 typical incidents of teachers responding to children’s negative verbal behaviors,17 common strategies for teachers are summarized,including: emotional comfort,emphasizing rules,clarifying the truth,compulsory isolation,negotiating conditions,ignoring,direct commands,and example motivation,accept requests,follow-up investigations,verbal praise,arouse fear,explain and demonstrate,adjust plans,take the initiative to help,simple notifications,supplementary explanations.According to the implementation of the strategy,these 17 commonly used strategies by teachers are further summarized into 5main strategies for teachers to deal with children’s negative verbal behaviors: guiding and encouraging strategy,emotional soothing strategy,simple processing strategy,controlling criticism strategy,and maintaining justice strategy.Combined with statistical analysis,the characteristics of teachers’ strategies for responding to children’s verbal negative behaviors are summarized: simple processing strategies are the mainstay;teachers’ strategies for responding to different types of children’s verbal negative behaviors are different;teachers’ coping attitudes are mainly positive emotions;when adopting coping strategies,it is seldom accompanied by body movements;the effectiveness of coping strategies varies among teachers.The fourth chapter is about the main problems and influencing factors of teachers’ strategies to cope with children’s verbal negative behavior.On the basis of Chapter 3,it further points out the main problems of teachers’ strategies for responding to children’s verbal negative behavior: simple processing strategy are too high,teachers lack reflection on strategic choices;body language is used less frequently,and teachers’ expressions lack vividness;the effective rate of the strategy is only 51.06%,and the effect of the teacher’s coping strategy is not significant;the one-to-one interaction time is less,and the teacher and the child lack in-depth communication.Based on the grounded theory,combined with the results of interviews,after initial coding,focusing coding and axial coding of the factors that affect teachers’ strategies for responding to children’s verbal negative behavior,it is concluded that preschool factors,teacher factors,family factors,and situation factors are the core factors that affect teachers’ strategies to respond to children’s verbal negative behavior.The fifth chapter is educational advice.Put forward relevant education suggestions based on dialogue theory: respect children’s dominant status,pay attention to children’s verbal negative behavior;pay attention to children’s emotion,focusing on positive guidance of positive emotion;focus on children’s differences and comprehensively use multiple coping strategies;create an interactive atmosphere and create a multilateral interactive environment conducive to children’s bold expression.