Research On Peer Cooperation Tactics Of Preschool Children In Games

Opportunities and challenges coexist in the development of modern society, in which human beings are faced with a crisis of adaptability. Peer cooperation, an important social intercourse activity in the world, is an important part of the social development of children. At present, the research on the cooperation of the children in China has focused on its occurrence, development and factors, but the systematic study on tactics is relatively poor. Cooperative tactics are the medium of the cooperative behavior, and the level of the application level of the children’s cooperative tactics reflects the level of social development. Therefore, the author believes that the research on peer cooperative tactics can provide a theoretical support for the development of peer cooperative behaviors. This research was done on the basis of the predecessor?s research results. Through making observation research on 5-6 years old children ? s peer cooperative behaviors in games in the kindergarten, combining with the literature research, interview and case analysis, the author analyzed its present situation and main problems of children?s peer cooperative tactics, and fatherly discussed main reasons for problems, in order to provide feasible suggestions of training children ? s peer cooperative ability for teachers and parents.The research framework was divided into six parts: types of games, the main body,purposes of cooperation, cooperative tactics, results of cooperation and scales of cooperation. The summary of 5-6 years old children?s peer cooperative tactics was as follows: 1.Overall, children?s peer cooperative tactics are various. Coordination tactics are main tactics, and giving tactics are the second. Fusion oriented tactics are main tactics, and others oriented tactics are the second. 2. All kinds of cooperative tactics in the activities of children’s cooperation and participation are in a dominant position,while coordination tactics and giving tactics in the activities of teachers’ participation are used less. 3. Children’s cooperative purposes are various. When children are in the purpose of playing together, cooperative tactics are much more flexible, but dominative,reversed, rejective tactics are frequently used too. When seeking help, dominative tactics are used the most. 4. Children’s cooperative tactics are more diverse and effective in Role play. The phenomenon of "little leader" is prominent in Structure games. The total number of cooperative tactics in Thematic-fantasy Play is the least. 5. The effectiveness of children’s cooperative tactics is relatively high. Self oriented tactics are the main tactics in invalid results, in which dominative tactics are in a dominant position.Fusion oriented tactics and others oriented tactics are main tactics in effective results, in which coordination tactics are main tactics, and giving tactics are the second. 6. The cooperative scales are small. Cooperation between three or two children is based on fusion oriented tactics and self oriented tactics. Cooperation between four or five or over five children is based on fusion oriented tactics and others oriented tactics.The author summed up the main problems existing in the cooperative tactics in games through case analysis. 1. The effectiveness of tactics for children to participate in the activities is reduced. 2. The initiative of tactics in the activities of teachers’ participation is weaken. 3. There is a lack of flexibility to seek help. 4. The total number of cooperative tactics in Thematic-fantasy Play is the least. 5. In small cooperative scales, the pro social of tactics is weakened. The author explored the causes from three aspects of children, family and teachers: 1. Children’s perspective taking ability is insufficient. Children’s level of speech is not high. Rejected and neglected children’s social skills are weak. 2. Parents’ concepts and Parenting styles are deferent. 3. Teachers are short of a scientific understanding of the concept of peer cooperation and teachers’ influence on the development of cooperative ability. Playtime is not enough. What’s more, teachers’ guidance and demonstration are not scientific.The author thinks that we should pay attention to cooperation between family and kindergarten; bring up children’s cooperative abilities and tactics depending on the understanding and sustaining of parents and setting up a model demonstration. And present the requirement “bringing up children’s cooperative abilities and tactics” in the objectivities of kindergarten curriculum. Here, it’s also very important to foster the capability of “perspective-taking”, to improve the speech level and to help children acquire social skills. Teachers should do a good job in the early stage of games, actively create environment of games and guide children scientifically. Moreover, strengthen children’s cooperative abilities and tactics through effective evaluation.