A Study On Teachers' Intervention In Children's Peer Conflict

Conflicts often occur in children's lives.Effective use of conflicts is conducive to the development of children's self-concept,to recognize the differences between others and their own ideas,to try to view problems from the perspective of others,and to promote the development of children's social communication ability.In the collective life of kindergarten society,children will inevitably have a variety of conflicts in the process of communication with their peers.Whether the value of conflict can be effectively played is closely related to the intervention behavior of teachers in children's peer conflict.At present there are still some teachers to young children's behavior is inappropriate intervention,although there have been a lot of research on children's peer conflict,but the teacher may interfere with the cause of the conflict behavior study is less,only to find teachers may interfere with the real cause of the conflict behavior to take effective measures to improve the effect of teachers' intervention in the conflict,play a positive role in promoting conflict.Therefore this study from the analysis of present condition of teachers' intervention in the preschool peer conflict behavior,adopt the method of case analysis into the clash,the timing analysis of teachers' intervention in the preschool peer conflict intervention,intervention,intervention attitude problems,found that teachers' lack of scientific education concept,conflict resolution ability is insufficient,low professional identity,emotional problem and so on.In view of the above problems,this paper starts from the three aspects of teachers,children and society to put forward Suggestions for improving the intervention behavior of teachers in children's peer conflict,and hopes to give play to the positive role of conflict in children's development.