A Study On Peer Imitation Behavior In Regional Activities Of Middle Class Preschool

Regional activities are an important way of early childhood education,with free activity spaces and an autonomous atmosphere,making regional activities increasingly popular among many flexible and diverse educational methods.Imitation is one of the important learning methods for young children,and the imitation behavior among peers can directly reflect their cognitive development level.Research on peer imitation behavior of young children in regional activities is beneficial for promoting their social development.Therefore,peer imitation behavior of young children in regional activities should be given attention by educators.The research mainly uses natural observation and interview methods to observe and scientifically study peer imitation behavior in regional activities for middle class children in two private kindergartens in Xinyang City.By analyzing relevant literature,the observation content of peer imitation behavior in middle class preschoolers was determined,and some of the observation content was selected for the development of the "Observation Table of Peer Imitation Behavior in Regional Activities for Middle Class Preschoolers".The observation table observed and recorded 55 children in two classes of two kindergartens from seven dimensions: imitation participant,imitation type,imitation situation,imitation motivation,imitation duration,imitation response of the imitated,and teacher intervention methods.Understand the current situation of imitation behavior in regional activities for middle class children,identify existing problems based on the current situation,analyze and explore the main factors that affect peer imitation behavior in regional activities for middle class children,and propose countermeasures for the influencing factors.Research has found that the current situation of peer imitation behavior in regional activities for middle class children is as follows: First,From the perspective of imitation participants,children prefer to imitate same-sex partners,and intimate relationships are more prone to peer imitation events.Second,From the perspective of imitation types,young children imitate both action and speech the most,and positive imitation is more than negative imitation.Third,From the perspective of imitation context,young children’s peer imitation behavior appears the most in the role area.Fourth,From the perspective of imitation motivation,most of the imitation behaviors of young children’s peers have gaminess and convergence.Fifth,From the perspective of imitation duration,young children’s peers have shorter imitation duration,mostly less than 1 minute.Sixthly,From the perspective of the reactions of the imitated,the imitated tend to give positive reactions to the imitator.Seventh,From the perspective of teachers’ coping styles,teachers mainly adopt an attitude of active neglect without intervention,and in the imitation behavior of teachers’ intervention,they are mostly active intervention.The effect of teachers’ intervention is mainly positive intervention.According to the current situation,it is found that there are the following problems in peer imitation behavior of middle class children in regional activities: First,There is negative imitation in peer imitation behavior of children;Second,Children’s peer imitation situation is single;Third,There is blindness in children’s peer imitation behavior;Fourth,Teachers adopt a neglectful attitude towards most peer imitation events among young children.According to the current situation of peer imitation behavior in regional activities of middle class children,the influencing factors were analyzed.Regional influencing factors: regional nature,regional material delivery;The influencing factors of children’s own aspects: children’s cognitive development level,children’s temperament type,children’s psychological state;Influencing factors in peer relationship;Factors affecting teachers: teachers’ cognition of imitation behavior,teachers’ degree of control,teachers’ emotional attitudes,and teachers’ intervention methods.In response to the problem,the following suggestions are proposed: First,Establish a scientific outlook on children,activities,and imitation: teachers should establish a child-centered outlook on children,teachers should clarify that activities are the way for children to actively learn,and teachers should establish a comprehensive and scientific outlook on children’s imitation;Second,Flexibly change the nature of the activity area and create a relaxed and autonomous regional environment by scientifically placing materials: teachers should flexibly change the nature of the activity area,scientifically place activity materials,and create a relaxed and autonomous regional environment for young children;Third,Guide children to communicate and help each other in activities:teachers should reasonably arrange the spatial position of children,and teachers should adopt complementary strategies to help children imitate;Fourth,Observe the characteristics of children’s imitation and guide them to imitate in a comprehensive manner: Teachers should grasp the critical period of imitation to help children improve their imitation ability,teach children in accordance with their aptitude for imitation,play a role of example and demonstration,guide children to imitate in a benign manner,and praise children in a timely and effective manner.