A Study On Peer Interaction Of Pre-school Children In The Activity Area

Focus on the peer interaction of pre-school children in the activity area, the study selected a class of A kindergarten in Chongqing district which can supply objective samples, go into the activity area of the class, in-depth study the situation of the peer interaction of pre-school children in the activity area, this article combined the methods of documentation, observation and interview.According to the study, the frequency of peer interaction is different in each activity areas, and the behavior of peer interaction is obvious in the role play area, while least in reading and art area. With different activity areas, there distributed different interactive themes, such as:request items, common games and participating activities. In addition, children's initiated interaction to peers, and the positive response rate is not high in the active area. Finally, there is a lack of teacher's involvement, they mainly for stop conflict and constraints discipline.Based on the general conditions of the peer interaction of pre-school children in the activity area, this study also used the theory of human development ecology, analyzed the factors which impact on the peer interaction in the activity area, including the activities environment, space, times, material, gender, age, temperament, teachers' involvement, and the cultural atmosphere of the whole class and so on. Further more, in order to promote the peer interaction, the research provides some constructive proposals, including three aspects:change teacher's beliefs and value the peer interaction; Set up the activity area environment and create an "equal cooperation" atmosphere; Improve teacher's professional level and strengthen the guidance of peer interaction. Study suggests that the peer interaction in the activity area is a very important issue that can not be ignored, which need the whole society's concern and exploration.