| The Guidelines for the Learning and Development of C hildren aged 3-6 years state that children aged 5-6 years should try to resolve conflicts with their peers by negotiating,swapping,taking turns to play and cooperating when conflicts or clashes arise.Peer negotiation behaviour is an integral part of young children’s social development.Gardner,the originator of the Multiple Intelligences theory,also identified negotiation as one of the core literacies of interpersonal intelligence,which is important for young children to adapt to their future lives.5-6 years is an important period for the development of negotiation skills in young children.This study mainly adopts literature,observation and interview methods to collect data,and draws on the rooted theory research method of qualitative research to summarise and collate the observation records and interview records,read the original data repeatedly,and categorise and analyse them one by one,so as to construct a mechanism for the generation of peer negotiation behaviour of older children in area activities,and analyse the factors affecting the peer negotiation behaviour of older children in area activities.The study also analysed the factors affecting the peer negotiation behaviour of senior class’ s children in the area activities,and finally made corresponding educational recommendations.The study found that the mismatch between individual needs and activity contexts that motivate children to negotiate also constitutes the antecedent system for the development of peer negotiation behaviours.In the process system,children form initial negotiation perceptions based on their judgement of the negotiation situation and the content of the negotiation,and the differences in their negotiation perceptions lead to different negotiation strategies being adopted.This is the basis for children’s emotional experience of this negotiation,which provides them with the experience to carry out subsequent negotiations.The internal primary system that influences the development of peer negotiation is a complex,multi-layered system in which the child’s personality experiences influence the subject’s competence,and the subject’s competence in turn nourishes the personality experiences,which together build the internal primary system and work together.The middle interac tion system is concerned with third-party interaction in the negotiation process.Peer interaction is highly uncertain,and peer relationships,negotiation perceptions,peer responses and teacher interventions all influence the effectiveness of the interaction.In the external support system,the school environment has an influence on teachers’ perceptions of education and parents’ perceptions of education and negotiation have a strong influence on the family climate.The three layers of influence are interpenetrating,intertwined,influencing and complementing each other,forming a complex picture of the relationships that govern the development of peer negotiation behaviour in young children.Based on the above research,the following educational recommendations are proposed:(1)pay attention to children’s negotiation strategies in play and actively guide them;(2)view children’s negotiation results correctly;(3)create opportunities for children to learn and experience positive negotiation stra tegies;(4)encourage children to use a variety of strategies to facilitate negotiation;and(5)expand the ways of learning negotiation strategies in various forms. |
