A Research Of Teacher's Intervention Having Effects On Promoting Conflict Resolution In Preschool

Peer conflicts in preschool mainly are made up of emotion and conflict resolution.Emotional development is vital to mental health of preschooler,which has significant effect on coordinating the relationship between individuality and other people.Firstly,preschoolers must understand and react to peer' feelings,then they through peer interactions to realize others intention have some different from themselves.Finally they find conflict resolution to balance their and others needs.Intelligence of peer conflict resolving integrated reflects on both intelligence of social perspective and problem solving,which is the crucial part of social adjustment in preschool.Due to preschoolers' immature and unstable intelligence,teacher as their mentor is important to intervention of peer conflict.In reality,the way of teachers intervention is peer separated,interaction disturbed and following their own judgment to tell preschooler what it is wrong and what should do.This kind of intervention makes preschooler lack of peer interaction of peer conflict so that intelligence of conflict resolving become worse causing preschooler heavily rely on teacher resolving and preschooler often experience negative emotion,for instance angry,censure and compunction causing character of taciturn,apartness,suspicious and preschooler is partial to choose withdraw as conflict resolution.The research increase peer interaction through reasonable teacher intervention for peer conflict to develop emotional express and adjustment,intelligence of problem solving and positive experienceduring peer conflict.Finally the research desire to promote prosocial and cooperative behavior and foster initiative and confident preschooler.The research selects ninety preschoolers divided into three class whose age is middle grades in a the preschool.One of three classes uses new teacher intervention,the rest of them as comparison by contrast as usual.The new teacher intervention is Six Steps of High Scope.The research carry out Six Step during three months and need earlier and later measurement that researchers test preschoolers' resolution of peer conflict and Flexible Item Selection Task.The test of preschoolers' resolution of peer conflict include three situation: 1.grab toys 2.place disputes 3.unfriendly actions.The research also records total frequency of peer conflict among teacher intervention,frequency of teacher solving,frequency of preschooler solving and frequency of unfinished peer conflict and details about how preschoolers resolve peer conflicts.The results of study indicated: earlier and later measurement of FIST has a significant age and sexual difference.Age has positive correlation with flexibility of solving conflict and female is more flexible than male during conflict,but measurement of preschoolers' resolution of peer conflict doesn't.In earlier test of preschoolers' resolution has no significant result among three classes,on the contrast,in the later test,class151 has extremely significant result on class152 and class153,especially the proportion of solving conflict independently.The record of preschooler conflict solving suggest that preschooler have learned express emotion in positive way and could understand peer's feeling especially negative feeling and intention.They are partial to negotiate with peer to solve conflict and have more cooperative and helpful behavior than before.