The Promotion Of Cooperation Building Block Game On Children's Social Skills And Construction Level

Children's peer relationship is an important reference standard for judging the status of young children in class and school peer group.After children enter the kindergarten from the family,the influence of peer communication on children has gradually increased.The peer relationship has a relatively stable predictive power for the personality and social development of young children.In recent years,domestic scholars have tried to improve children's social skills by using different methods to enhance their peer relationships.Based on the perspective of kindergarten teachers,this study focuses on what kind of regularized group activities are organized to achieve the social skills improvement of children at different levels of peer interaction.This research is carried out through literature analysis,peer nomination,experimental,and measurement methods.The main contents are as follows:1.Explore the cooperative construction game mode to promote the development of children's social skills.According to the theory of social skill development and the social skill improvement training mode,on the basis of the regular regional activities of kindergartens--the construction of games,the experimental methods are used to compare the influence of different teachers' organizational forms on the social skills of children.2.Revise the "Children's Social Skills Teacher Assessment Form" suitable for kindergartens on the basis of the "Evaluation Table for Social Skills Teachers of Primary School Children";3.Try to compile the observation scale for children's construction activities,and compare the construction level and game level of Popular children,general children and rejected children,and explore the relationship between children's game level,construction level and social skills.The research results are as follows:Study 1:1.Whether or not there is situational guidance has a significant impact on the game level and construction level of young children:in the context of situational conditions,the game level and construction level of children are significantly higher than those of children without game conditions;2.Whether the teacher controls the grouping of children has no effect on the game level and construction level of the children;3.The revised "Children's Social Skills Teacher Rating Form" has good reliability and validity and can be used for subsequent research.Study 2:A two-month cooperative game experiment was conducted on the experimental group and the control group,and the comparison between the pre-and post-test and the experimental/control group was carried out,with or without contextual comparison as an independent variable,the peer relationship as a covariate,the social skills,game level and construction level were tested as dependent variables and analyzed by covariance.The results showed that:1.Experiments have improved the game level,construction level and social skills of young children.2.Before the experiment,the correlation between social skills,game level and construction level is not very strong,except for the Pearson correlation between construction level and environment-related skills(r=0.351,p=0.130),self-related skills(r=0.501,p=0.024),and the overall social skills(r=0.360,p=0.119)are higher,the other correlation coefficients are between-0.275～0.283;after the experiment,the Pearson correlation coefficient of the three are Between 0.572～0.854,the p value was<0.01,and the experiment improved the correlation among the three.3.With or without context as the independent variable,the game level as the mediator variable,and the social skill as the mediating effect of the dependent variable,the mediation effect of the game level is not significant,and the difference of social skills is mainly caused by the existence or absence of the independent variable.