A Study On Teacher 's Intervention In Children' S Conflict

Children’s peer conflict is a particularly popular, unavoidable phenomenon among childrenin kindergarten. Children may have different forms of conflicts with other companions becauseof a variety of reasons. For infants and young children, peer conflict is a double-edged sword,on the one hand it will give children a negative impact on the emotional, physical and evencause some harm; on the other hand, it is also an important way for children to learn how tocommunicate and negotiate with others, and gradually get rid of "self-centered" and thepromotion of social development. In young children peer conflict, teachers’ intervention occupya large part of proportion, and the quality of the teachers’ intervention to a large extentdetermine the quality of children’s peer conflict resolution, a reasonable teachers’ intervention isa good opportunity to promote children’s social development. Therefore, this study used theliterature analysis, observation, interviews and case analysis to analyze the situations thatteachers’ involvement in children’s peer conflict.In the first chapter, to definite the concept of children peer conflict and teachersinvolvement, including conflict and the child peer conflict, intervention and teachers’intervention. From six aspects to analyze the types of teachers involvement, including the typeof the class activities of the teachers involvement, the initiative of teachers involvement, theconflict stage of teachers involvement, the attitude of teachers involvement, the way of teachersinvolvement and the result of teachers involvement. Revealing the value of teachers effectiveinvolvement in children’s peer conflict, it is helpful to the reasonable solve of the conflict, thedevelopment of children’s social skill, the specialization development of teachers and theformation of a good teacher-child relationship.In the second chapter, using observation to analyze the present situation of teachersinvolvement. Using interviews (formal interviews and informal interviews) to know theunderstanding of teachers to children peer conflict of young children’s understanding of peerconflict.In the third chapter, using comparison to find the problems in the teachers involvement.From the teacher’s point of view, the perspective and the perspective of children’senvironmental problems are attributed to the above analysis.In the fourth chapter, linking theory with practice, proposed countermeasures andsuggestions to improve teachers intervention effects in children peer conflict.