A Study On Peer Interaction Behavior Of The Preschool Children In Senior Class In Construction Play

The peer interaction of preschool children is the manifestation of children’s social interaction.Positive peer interaction behavior can promote children’s social development,so it has always attracted much attention and become a research hotspot in preschool education.This study of the children’s peer interaction focuses on the construction play.Combined with the definition of construction play by scholars,this study believes that construction play refer to the play in which children choose construction materials according to their own needs and construct materials into constructors through certain construction skills.Therefore,an in-depth study of children’s peer interaction behavior in construction play is conducted to reveal the status quo of peer interaction behavior in construction play of senior class children,and the characteristics and influencing factors of peer interaction behavior are analyzed to help teachers scientifically and reasonably promote the positive development of children’s peer interaction behavior and improve the quality of children’s peer interaction.Promoting children’s social development has positive practical guiding value and significance.In this study,64 children from two senior classes of a child in a kindergarten in Guangzhou were taken as research objects.It adopts the observation method of event sampling,draws on the observation framework of teacher-child interaction in Professor Liu Jingbo’s research and combines the analysis of relevant scholars and the actual situation of the kindergarten studied to develop an observation with five dimensions:interactive gender,interactive theme,interactive mode,interactive emotion and interactive results.Non-participatory observation of children’s construction play activities was conducted for one and a half months with the method of event sampling observation,and 355 children’s peer interaction events were sorted out.The factors affecting children’s peer interaction behavior were discussed by combining quantitative and qualitative analysis,and finally the corresponding education suggestions were put forward.The results show that the same sex interaction is much more than the opposite sex interaction in the construction play,and the boys are more active than the girls in the construction play.Among the interactive themed behaviors,"introducing works" was the most,"destroying" was the least,and "attacking" was not occurred,and there was a difference in gender.In children’s peer interaction,language is the main way of interaction,the interaction results are mainly acceptance,and there are few negative emotions.Based on the attribution analysis of the above characteristics,four main factors affecting children’s peer interaction behavior are summarized: the factors of children’s individual;the factors of construction play;the factors of teacher and family,and based on the above research conclusions put forward relevant education recommendations.First of all,kindergartens should put in reasonable materials,carry out more construction play activities,and organize teaching and research activities to deepen teachers’ cognition of children’s peer interaction behavior,and sum up advanced experience.Secondly,teachers should actively learn theoretical knowledge,improve the effectiveness of guiding children’s peer interaction behavior,effectively guide children’s peer interaction behavior through observation,and create a variety of situations to protect the diversity of children’s peer interaction behavior.Finally,families should consciously enrich children’s perceptual experience of peer interaction and pay attention to their own role model in order to cultivate children’s good communication habits and behaviors,but also actively cooperate with kindergartens to play a greater and more effective two-way force of education.