A Case Study Of Parent-child Games Promoting Peer-interaction Development Of The Kindergarten Taipans Children

Objective: The purpose of this study was to explore the impact of parent-child game intervention programs on the development of peer-communicative competencies of kindergarten taipans children.Methods: This study uses a single participant study design to provide parent-child play interventions to three selected large-scale children.A-B baseline experiment design was adopted,using questionnaire surveys,semi-structured interviews,observation observations,and informant reports.Parent-child games were used as independent variables,and peer-to-child communication ability of individual children was used as the dependent variable.The indicators of the dependent variables mainly come from two parts: quantitative data and qualitative reports.The quantitative data includes the scale scores of the Teacher Companion Teacher Evaluation Questionnaire for Children Aged 4-6 and the Observation Form for Children Companion Communication Ability.Insider reports and researcher observation reports.The study is divided into three stages:(1)The baseline period(1st-4th week): The baseline level of the peers' communicative ability of the infant in the individual case is mainly understood by the investigator.The investigator observes the behavioral characteristics of the peer's communicative behavior within four weeks and records the children's autonomous play time in the kindergarten area The behavioral frequency within the period,combined with parent and teacher interviews to conduct a preliminary assessment and analysis of the peer communication ability of the infants in the case during the baseline period,and collect information and data;(2)The intervention period(5th-12 th week): Introduce a parent-child game intervention program to conduct an eight-week parent-child game intervention on individual children and their families.At the same time,during the intervention period,the changes in the level of peer companion communication ability of the individual child were comprehensively evaluated through the observation report of the investigator's "Child Companion Communication Competence Observation Form" and the insider report.Use the teacher assessment questionnaire to post-test the ability of peer communication after the end of the expectations;(3)The follow-up period(13th-14 th week): The follow-up period is two weeks after the end of the intervention period.The interaction ability of the infants in the case is evaluated through the investigator's observation table and informed reports.At the end of two weeks,the teacher scored the dimensions of the peers' communicative competence of the children through the "Peer Communicative Competence Teachers Questionnaire for Children Aged 4-6".The behavior level at this stage is compared with the expectation,so as to understand the maintenance of the peer communication ability level of the individual after stopping the intervention,and make analysis and discussion accordingly.Results: Based on comprehensive analysis of quantitative and qualitative data,the peer-to-peer interaction ability of the three infants during the anticipation and follow-up periods was higher than the baseline level.Conclusion: Parent-child games with the theme of peer interaction can improve the peer interaction ability of the kindergarten taipans children.