The Influence Of4-5Years Old Children’s Social Problem Solving Creativity On Peer Status: The Effect Of Temperament And Self-confidence

Preschoolers’ peer status, Mainly refers to the location of preschoolers in a groupalong with similar ages and social cognitive abilities, is an important indicator of earlychildhood socialization process. Children’s social problem-solving creativity refers tothe creativity of children shown in solving problems happened during living the truth.As an aspect of children’s social thinking process, social problem solving creativitymay affect the status of children in peer groups. To explore this influence, andexamine whether children’s temperament and self-confidence have a moderatingeffect or mediating effect on the impact process, this study uses horizontal design,selects113children aged4-5from three Northeasten kindergartens, utilizes peernomination method, hypothetical problem situations and questionnaires to measurepeer status, social problem solving creativity, temperament and self-confidence, toexplore the relationship between variables. The results showed that:(1) Preschoolers’ peer status showing uneven distribution situation, neglectedand Normal children are generally more than popular type,rejected type andcontroversial type. This shows that the children with high social acceptance and socialinfluence are only a small part of the whole, which noted that children’s attentionfocuses on only a small part of the members. The large proportion of children beingneglected is worthy of educators’ attention and thinking.(2) Preschoolers’ social problem solving creativity has significant impact on itsposition in the companion, neglected group of young children especially has the mostobvious difference with others, the total scores of creativity, originality, effectivenessand fluency are significantly lower than other groups. Improving socialproblem-solving creativity of young children may help to improve social acceptanceand social influence in the peer group. Children’ temperament and self-confidence arealso significantly related to their peer status.(3)During the relationship between the children’s social problem-solvingcreativity and peer status, self-confidence plays an reversal partial mediation role;only social inhibition of child’s temperament plays a moderation role in therelationship between children’s social problem solving creativity and socialacceptance.