A Study On Using Peer Support To Promote Peer Interaction Of Children With Developmental Delays Under The Background Of Preschool Inclusive Education

Preschool inclusive education refers to the form of education in which children aged 3-6 with special educational needs are placed in ordinary preschool educational institutions and receive care and education together with ordinary children.It is a necessary way for our country to build a high-quality education system and strive to ensure that every child enjoys an equitable and quality education.At present,more and more children with special educational needs,especially children with developmental delays,have entered kindergarten for education,but they are significantly delayed in physical,cognitive,socialemotional and other areas of development or in one aspect than other ordinary children,and it is often difficult to interact with other children normally,because peers play an indelible role in the development of young children,so the lack of normal peer interaction will lead to more delayed physical and mental development,and they are at a long-term disadvantage in the peer group.Therefore,how to properly support them,improve their peer interaction,and let them benefit from the life of playing with their peers has attracted more and more researchers’ attention.Peer support strategies have proven to be an effective way to better engage in inclusive education.With the deepening of practical research,peer support strategies have been used by some researchers in the context of primary school inclusive education,but whether peer support strategies can be effectively used to improve peer interaction in children with developmental delays in preschool stage deserves further exploration.In this study,a six-year-old boy who lagged significantly behind the average child in motor,cognitive,and social development was selected using the purpose sampling method.Due to his developmental delay,he has few and low quality peer interactions in the one-day activities in kindergarten,and does not actively interact with his peers,often wandering outside the group and even misunderstood by his peers.Using the paradigm of action research,this study explores how peer support can be used to help children with developmental delays improve peer interaction.Following the basic logic of "plan-implement-observe-reflect-re-plan-re-implement-re-observe-re-reflect..." spiraling action research,the study conducted three rounds of action research,exploring how to change peer attitudes to create an accepting atmosphere,how to choose peers,train peers,and how to guide peers to support the interaction of children with developmental delays.The study concluded the following:First,the attitude of ordinary young children towards stunted children is largely unacceptable,but this attitude can be changed through appropriate education.Second,peer support can effectively promote the peer interaction of children with developmental delay,increase the number of peer interactions,and significantly improve the quality of peer interaction.Third,peer support can be used in kindergartens to improve peer interaction among stunted children,but support programs need to be systematically constructed.The content of peer support includes the formation of a tolerant and accepting integrated atmosphere,the selection of games of appropriate difficulty that promote interaction as peer support situations,the selection of children with high levels of play and strong peer interaction as supportive peers,and the need for adults to provide appropriate guidance to supporting children and children with developmental delays.