Empathy Training Intervention Study Of Rejected Children Peer Relationship

Peer interaction is an important indicator of social development of children, children learn social interaction strategy in the exchanges, whereby the further development of social. However, in the development of observation, the presence of a group of nursery children is denied, long-term living in collective intercourse outside child, his future exchanges and life will have a very important impact. In the prior study, researchers generally be denied children from education and psychological intervention methods were the two interventions have achieved some results. So this study focuses on is that empathy training on children affected Taipan is denied Peer Relations.This study used a single set of measured before and after the experimental design, a Tianjin Kindergarten 32 children selected six children was rejected by peer nominations for the study. Using expression recognition, storytelling, role-playing empathy were 6 weeks of intervention. In "4-6 years old Children ’skills teacher assessment form" peer nominations as a research tool for children before and after the test was rejected. By comparing the measured before and after, to verify that empathy training on children’s peer relationships was rejected produce results, and analyze the reasons for the change of partner relations and change the course of the two cases. The results found that:(1) From the statistics up, empathy training to improve the positive nomination was rejected scores of children in large classes, reducing the negative nominated score to make Fellowship types are rejected children changed.(2) come from empathy training to improve the overall Taipan child is denied the ability to peer interaction, and in particular to improve the children’s social initiative is rejected, verbal and nonverbal ability, pro-social skills. Improve the Taipan children was rejected social barriers.(3) two cases Andy spring spring throughout the intervention process changes significantly, the effect is very good empathy intervention.On the basis of the intervention experiment, attempts to explore empathy training for graduate students in large classes of children is denied Peer Interaction mechanisms of action and received the following revelation: Intervention Study (1) is denied empathy training on children’s peer relationships.(2) the use of empathy training to improve children’s social status was denied.(3) teachers should pay attention to the positive evaluation of the child is rejected and effective guidance.(4) cooperate together to improve their homes by child is denied the ability to peer interaction.