Research On Children’s Peer Interaction Behavior In The Construction Area Of Large Classes

Peers are important interpersonal relationships for young children,and peer interaction among young children has profound significance for their social development.In practice,it is found that the construction area is the most frequent area of children’s interactive behavior,but teachers have not been able to give timely guidance and help.This paper uses the methods of literature,observation and case analysis to analyze the problems of children’s interaction in the construction area from different perspectives such as the nature,mode,duration,strategy and partner selection of children’s interaction,and tries to analyze the reasons from children,kindergartens and families,and then propose targeted solutions to the problems.This paper consists of four parts.The first part is the introduction.It explains the specific reasons for choosing the topic,clarifies the purpose and significance of this study,explains the methodological ideas used,and starts the literature review to establish the entry point of the study.And the concept of peer interaction behavior in the big class construction area is combed.The second part,combined with observation records and case analysis,analyzes the nature,duration,method,strategy,partner selection,etc.of children’s interaction in the construction area,and finds that the main problems of children’s peer interaction in the construction area are: Behavior and fighting behavior are prominent,boys are more prone to conflict in interactions,and boys are less challenged than girls,and boys choose to cooperate and help each other,the length of children’s peer interaction,and only focus on maintaining rules and the existence of gender role stereotypes.The third part analyzes the causes of the peer interaction problem in the construction area,which mainly includes three aspects,namely the child factor,the kindergarten factor and the family factor.In the fourth part,on the basis of the analysis and description of peer interaction behaviors in the construction zone,corresponding suggestions are provided for front-line teachers of young children to be able to provide guidance appropriately.On the one hand,teachers should reasonably arrange the activities in the construction zone to ensure the length of children’s activities;pay attention to gender factors to improve the relevance of education;and provide timely material and spatial support to guide children to solve problems independently.On the other hand,teachers should also teach children interaction strategies and improve their interaction skills;and promote home interaction to improve children’s peer interaction skills.