The Case Study Of Intervening Preschool Children's Peer Relationship

Peer relationship plays a unique role in preschool children's development. A good relationship will have a positive influence on preschool children' cognitive, emotional and sociality development, while, a poor relationship will have a negative affect on preschool children's psychological development and social adaptability. It is significant to intervene thepreschool children with poor relationship during the critical period--the later period ofpreschool.Three neglected preschool children in a kindergarten in LanZhou are chosen as my research objects (one of them withdraws). Using ecology theory and multiple intelligence theory as guiding ideology, the writer designs and implements a series of activities, which can develop preschool children's intelligent fortes by active participation, improve parents' educational level and strengthen the understanding and communicating between parents and kindergarten. These preschool children with poor companionship are intervened continuously for 14 weeks. In the course of intervention, multiple dependent variables, such as interaction frequency, interaction scope, interaction enthusiasm, interaction initiative, successful interaction rate and interaction times, are observed and recorded. The peer relationship development of preschool children is evaluated by peer nomination and classroom model. Consequently, the variables level of those preschool children's peer interaction is higher than the base line. After intervention, they have formed a relatively stable interaction model and their parents' assessments also have changed.The research shows that the educational intervention project which makes full use of preschool children's intelligent fortes in their peer interaction is effective to develope a healthy peer relationship and interaction ability. That is, the project increases preschool children's interaction frequency, expands their scope and improves their interaction quality.