A Case Study Of Intervention Based On Collective Music Teaching Activities To Improve Social Tnteraction Skills Of Passive Withdrawal Young Children

Social withdrawal refers to the individual’s frequent interaction with peers or other groups of solitary behavior,passive withdrawal(passive withdrawal)is one of the sub-types of social withdrawal,its core manifestation is rejected or ignored by peers,tension and anxiety,negative self-awareness,low self-esteem,can predict the late childhood and adolescence of adverse social adaptation,not conducive to the development of children’s sociality.The detection rate of passive withdrawal type of young children in China is about 20%,and passive withdrawal children usually have high motivation for communication,but lack the correct way of communication.Music intervention can promote the development of children’s teacher-child communication and peer communication skills,and can have a migratory effect on other aspects of development.Therefore,this study used music teaching activities to intervene in children with passive withdrawal.In this study,a(baseline period of 1 week)-B(intervention period of 5weeks)-C(follow-up period of 1 week)in a single participant study were adopted,and7 passive withdrawn children were selected through teacher nomination,questionnaire scoring and scale observation,two in kindergarten and three in kindergarten,including 4 in the intervention group and 3 in the control group,all of whom were from a mixed-age kindergarten in H City.In this study,the total score of the questionnaire and the conversation,play and solitude behaviors in the POS scale were used as the indicators of the change of participants’ withdrawal behavior,and the teacher-child interaction,positive peer interaction and negative behavior in the ORCE scale were used as the intervention indicators of social communication ability.The study used group music teaching activities(including both group and group activity types)to deliver the intervention,which was carried out in three phases,twice a week for group and group activities.The social withdrawal level of the children before and after the intervention,and the C statistics and visual analysis of the target behavior of the intervention were carried out,and the results showed that:(1)after the intervention,the conversation and play behavior of the four children in the case increased significantly,the solitary behavior decreased,and the overall withdrawal level decreased;(2)The social interaction and behavior intervention effect of the children was remarkable,the teacher-child interaction and positive peer interaction were significantly increased,and the negative behavior was significantly reduced,but there were certain differences between different cases;(3)The intervention effect of group activities and group activities on teacher-child interaction and peer interaction of individual children was different,group activities were more effective in promoting teacher-child interaction,and group activities had better intervention effects on peer interaction;(4)After the intervention,compared with the children in the control group,the children in the intervention group had lower withdrawal scores,more conversation and play behaviors,and more teacher-child interaction behaviors and peer interaction behaviors.The study obtained the following three conclusions:(1)The intervention of group music teaching activities in a mixed-age environment can effectively improve the withdrawal behavior and social communication ability of passive withdrawn children,and the intervention effect is sustainable.(2)There were differences in the intervention effects of group activities and group activities on the peer interaction and teacher-child communication ability of passive withdrawn children.Among them,group activities can significantly improve children’s teacher-child communication skills,and group activities have a better effect on improving children’s peer communication behavior.(3)The intervention effects of different cases are both common and different.In summary,this study puts forward three suggestions for improving passive withdrawal in music activities:(1)use a variety of methods to improve the participation of passive withdrawal children;(2)Actively promote the interaction between teachers and children and peers in children’s activities;(3)Adopt targeted educational strategies according to the differences in children’s withdrawal behavior.