.4-6 Year-old Child Peer Play Behavior

The thesis reports the research results of 4-6 year-old children's frolicking behaviors.The research adopts qualitative method. On the base of participant observation, interview, data collecting and analyzing, it gives a deep analysis to the definition, process, mechanism and function of young children's frolicking behaviors.The frolicking behavior is defined as a kind of social games that a child plays with his peers by means of language, body movements, facial expressions and other available materials, in which there are no rules, no role assignments, and no visible exterior aims beyond the game. While the game is going underway, each part treats his opponent as an amusing target, thereby both enjoying themselves completely. The feature of the game is of humor, joke, amusement, randomness in circumstances and transience in duration.By analysis the process of frolicking behaviors, the researcher reaches the following conclusion: dull waiting and uninteresting activities are the main situational characteristics of frolicking behaviors, which are often seen in transitional periods of activities.By analysis the mechanism of frolicking behaviors, the researcher generalizes four triggers that bring about young children's frolicking behaviors. They are topics about taboos, deliberate misinterpretation or elaboration to thing's sensible features or symbols, delight in games itself, and mutual teasing mainly by body-touching.By analyzing the function of frolicking behaviors, the researcher sums up the following four functions. The first one is its humorous function. Young frolicking behaviors not only gestate humor, but also are the original display of humor. The second is its physiological function. Frolicking behaviors are helpful for children to relieve pressure, tension and anxiety. The third is its interpersonal function. Apart from its benefit to establish equal, intimate and friendly relations between young children, frolicking behaviors may smooth away the conflicts between them. The fourth is its aesthetic function. Frolicking behaviors can bring young children sense of beauty.Finally, the researcher makes a reflection of the social behavior itself, teacher's actions in response to young children's frolicking behaviors, and the research itself.