Study On The Peer Interaction Of Children In Middle Class In Role Game Cases

Peer interaction is the interweaving effect of children’s behaviors and ideas,and it has a positive role in promoting children’s social development.It has always been favored by researchers and is an important topic in early education research.Piaget pointed out that peer interaction is conducive to the formation of children’s self-concept and cognitive ability,so the research on children’s peer interaction is very valuable.Role games provide children with creative and imaginative space.In the game,children increase the interaction between children through negotiation and cooperation,and help children form social skills.Therefore,go deep into the children’s peer interaction venues,conduct research on children’s peer interaction in the context of role games,help teachers summarize the actual characteristics of children’s peer interaction in role games,scientifically and reasonably guide children’s peer interaction,improve the quality of children’s peer interaction,and promote children’s social development.Relying on the theory of human ecological development and the theory of symbolic interaction,this study took 94 children from three middle classes of Dalian S kindergarten as the research object,using the time sampling observation method to conduct non-participatory observation of children’s role play activities for 3 months And recorded a video to sort out168 peer interaction events.At the same time,it analyzes the status quo and influencing factors of children’s peer interaction from five dimensions: children’s interaction type,interaction behavior,interaction mode,interaction emotion and interaction result,and puts forward corresponding educational suggestions on existing problems.The results of the study show that in the context of role games,the proportions of the types of interaction between middle-class children are cooperation,invitation,negotiation,domination,competition,and small chat.Among them,girls’ invitation and negotiation behaviors are more significant,and boys’ cooperation,domination,and contention are more pronounced.Robbing and small chatting are mostly behaviors;the way children interact with peers is related to gender.Girls tend to use language to initiate peer interactions,while boys use actions to initiate interactions more frequently;in peer interaction emotions,girls are more likely to control their emotions and adopt appropriate strategies to solve problems.Girls express positive emotions more frequently than boys;the result of peer interaction is related to the type of interaction,and most children can accept interactive behaviors initiated by children.The attribution analysis of the above situation shows that there are three main factors that affect the interaction of children’s peers: infant factors,teacher factors,and game environment factors.Based on the above research conclusions,the following educational suggestions are put forward to promote children’s peer interaction in the role zone: first,play the dominant role of children to guide children to actively interact;second,play the role of teachers to encourage friendly interaction among children;third,transfer life experience to promote active interaction among children;fourth,use game rules to inspire children In-depth interaction;fifth,optimize the game environment to improve the quality of children’s interaction.