Research On The Peer Interactive Behaviors Of The 5-6 Children In The Regional Activities

Nowadays, with the thorough research in the brain science and psychology, the preschool education has been paid more attention, especially the kindergarten education between 3-6.The kindergarten education has a significant influence in the children's intelligence, healthy personality and sociality etc. Since the further development in the preschool education research, the preschool education researchers are not only committed to optimum combination of material environment, but also gradually increase to study the inner interpersonal interaction and interpersonal relationships in the kindergarten. Meanwhile the peer's interaction, one of the main component in the inner interpersonal interaction in kindergarten, has an important significance in the children's intelligence, emotion and sociality. This research, choosing the peer's interaction in the regional activities between 5-6 children as its research objects, taking the children's psychological development theory, the ecology of human development and the symbolic interactions for the theory basis, making the observation as the basic research methods, making a profound analysis of the characteristics of the peer interaction in the regional activities, the differences and the influencing factors, then putting forward some targeted suggestion to the existing problems in the regional activities.This study's results show that the occurred times of the peer interaction have close relationship with the difference of the active regions, and which have the significant difference with the times of the peer interaction around some interactive subjects. Most children tend to accept the behavior from the interactive sponsors, but it has the relationship between the interactive realization degree and the different interactive subjects. The peer interaction is mainly to use the language, and the young girls more prefer to using the language to interact with peer than boys. Simultaneously, the boys are more likely to show the negative emotions to peers than girls, such as boredom and resentment. Moreover, the depth of the peer interaction is not enough, and the interactive behaviors launched by girls have longer sustained time than by boys. From the characteristics of the children's psychology development, the ecology environment of the human development and the symbolic interaction's perspectives, we make an analysis that the main influences in the peer interaction are active materials and space, children's interactive strategy, children's behavioral characteristics and cognitive level, teacher's education concept, etc.Basing the above research achievement, the researcher make some suggestions on how to use the regional activities more sufficiently, provide the quality of interaction as follows. Firstly, establishing the region space reasonably to promote the children's peer group interaction. Secondly, paying attention to the way of throwing the material. Thirdly, encouraging all kinds of interaction. Fourth, understanding the differences of the interactive subjects. Fifth, guiding the children's interactive strategies to further the interaction thoroughly. Sixth, constructing the interaction between the family and the kindergarten to boost the peer interaction.