A Study On The Performance And Cultivation Strategies Of Peer Negotiation Behaviors In Senior Class Children In Regional Activities

Early childhood is a critical period for social development.Peer negotiation behavior is one of children’s social communication skills.Learning to solve problems with others through consultation is of great significance for children’s social development.In the kindergarten,the author found that young children like it very much.Children often interact with their partners in the region and the exchange,speak freely,independent games,regional activities have become an important place for the children’s peer negotiation behavior.Therefore,the children’s social research study of children’s peer negotiation behavior in regional activity occupies the important position.The author probe into the kindergarten on the line,and children live together with learning and understanding in the area of large children who are in the process of how to negotiate,negotiate with the outcome,based on its characteristics and problems of generalizations,factors affecting the behavior of large children’s companion consultation in-depth discussion and analysis,and put forward the suggestion and strategy for education.In this study,the literature method,observation method,interview method and case study method were used to carry out the research.Five large classes in two public parks A and B in Nanning were selected for field observation for three months,and 12 large class teachers were randomly interviewed.Peer negotiation behavior events of children in the big class were collected,and the interview results of children and teachers were recorded.On this basis,statistics and analysis were conducted to find the characteristics of peer negotiation behavior of children in the big class in regional activities.In the negotiation context,children’s peer negotiation behavior is correlated with regional activity types,and it occurs in areas with more cooperation opportunities.The frequency of peer negotiation is different in different regions.In terms of negotiation objects,there are gender differences among children in large classes,which is mainly reflected in that "same-sex negotiation" is more than "heterosexual negotiation".The initiators of "same-sex negotiation" are mostly boys,while the initiators of "heterosexual negotiation" are mostly girls.In terms of the negotiation topics,the topics are unevenly distributed and lack of richness,and the negotiation topics are mainly oriented to "viewpoints".In terms of negotiation strategy,the type of strategy used is relatively single,mainly "other-oriented",and lacks the negotiation strategy of "combination of two orientations".In terms of negotiation results,most of them are "successful negotiation",and most of them are "give and take".Girls are more likely to negotiate successfully than boys.After understanding the development process of children’s peer negotiation,teachers were interviewed,and it was found that the factors affecting children’s peer negotiation behavior in big classes were as follows: children’s own factors,including children’s personality and behavioral characteristics,gender differences,the ability to choose opinions,and the ability to express language;Regional activity environment and material factors,including regional activity type,spatial location and material delivery;Preschool teacher factors,including teachers’ understanding and guidance and intervention;The factors of home cooperation include negotiation ability,home relationship and home communication of children co-raised by kindergarten and family.Finally,in order to promote the generation and deepening of children’s peer negotiation behavior,help children acquire negotiation skills and improve the level of negotiation,the following training strategies are proposed: first,respect the individual development characteristics of children,pay attention to the cultivation of children’s peer negotiation ability;The second is to set up reasonable regional environment and materials to promote the generation of children’s peer negotiation behavior;Third,teachers improve the awareness of observation and guidance to promote children’s peer negotiation behavior;Fourth,build good home cooperation and maximize the influence of family education.