| The Ministry of Education’s Guide to Learning and Development for Children Aged 3-6 states in the social sphere that an important goal of young children’s interpersonal level is "to be able to get along with their peers".Children’s peer conflict plays a crucial role in children’s social development,and teachers should provide timely,appropriate and appropriate guidance for children’s peer conflict.The study used observation and interview methods to randomly select 1443 children in 12 citizen-run kindergartens in Shunqing District,Jialing District and Gaoping District of Nanchong City,with a total of 1443 children in 36 classes,and then interviewed the teachers of the observed classes.A total of 1035 children’s peer conflicts were collected through observation,and SPSS27.0 was used for data analysis.The results showed that in the background of conflict,children’s peer conflicts mostly occurred in eating activities,and the frequency of sleep activities was the least.Children in primary and secondary classes of different ages have the most frequent occurrences in drinking activities,and children in middle and kindergarten classes have the most frequent occurrences in eating activities.The majority of the conflict subjects are between boys,and the frequency of conflicts between children of the same sex is the highest.Among the causes of conflicts,conflicts caused by rule maintenance are the mainstay,and conflicts caused by resource ownership are the least.Language contentious conflicts in different age groups gradually decrease with age;Among the different conflict subjects,boys had the most frequent physical collision conflicts,and girls had the most frequent rule maintenance conflicts.Verbal behavior is the main way to resolve conflicts in young children;Young children of different ages and subjects of conflict choose to resolve conflicts differently.In the intervention of teachers,there is mainly no intervention,and passive intervention is mainly used in intervention;The intervention method is mainly simple prevention,the intervention time is mostly in the middle stage of the conflict,the duration of the conflict is mainly within 1 minute,the duration of the conflict is short,and as the children grow older,the duration of the conflict shows a slow upward trend.In the outcome of the conflict,the non-ending type is the main type,and the reciprocal result of both sides in the teacher’s intervention is more.The analysis of its influencing factors mainly includes the following three aspects:1.The children’s own aspects,mainly including the children’s social cognitive development level,social communication ability and the degree of intimacy between the two parties to the conflict;2.Teachers,mainly including teachers’ attention to conflict,management style and emotional state;3.In terms of family,it mainly includes parents’ parenting style,family atmosphere and parents’ understanding of teachers.To this end,the following suggestions are put forward: suggestions for preschool teachers,1.Preschool teachers should reasonably open children’s social courses to improve children’s conflict resolution ability;2.Correctly view children’s peer conflicts and master the skills of conflict resolution;3.Improve emotional management ability and promote the development of psychological quality;The fourth is to do a good job in homeland cooperation and promote the joint force of education.Suggestions for kindergartens: 1.Kindergartens should create a relaxed working environment for preschool teachers;2.Optimize the curriculum of kindergarten;3.Carry out relevant teacher training.Suggestions for parents: 1.Parents should establish scientific parenting concepts and improve parenting methods,2.Create a democratic and harmonious family atmosphere for children;3.Help children filter the influence of bad film and television works. |
