A Comparative Study On The Involvement Of Novice Teachers And Expert Teachers In Children's Peer Conflicts

Teachers' involvement in peer conflict is a common educational behavior of preschool teachers in one-day life.The effective resolution of peer conflict can not only develop children's social communication skills and strategies,but also promote the development of young children's social behavior in a positive direction.And can improve children's cognitive experience.In the current research,it is still a blank to explore the involvement of teachers in peer conflict behavior of young children from the perspective of new-hand teachers and expert-type teachers.This research selects the problems that both new-hand education and expert-type teachers inevitably encounter in the process of teaching-intervening in children's peer conflicts.Through comparative research,the author analyzes the similarities between new-hand teachers and expert-type teachers in the intervention of young children.This paper analyzes the factors that affect the involvement of new-hand teachers and expert teachers in peer conflicts,and explores the common characteristics of expert-type teachers' involvement in peer conflicts.Finally,we try to provide some suggestions for newcomer teachers to intervene in peer conflict behavior.In this study,three in-service newcomers and three expert teachers in a kindergarten in Shenyang were selected as the research objects.Through the observation and interview data,from the types of teachers' intervention activities,intervention initiative,intervention time,intervention attitude,This paper makes a comparative study on the intervention behavior of novice teachers and expert teachers from six aspects of intervention mode and intervention effect,and analyzes the overall situation and difference of intervention behavior between novice teachers and expert teachers.Based on the analysis of the problems and causes of novice intervention in children's peer conflict,it is found that the main problems existing in the intervention of novice teachers are as follows: 1.The timing of intervention is too early and there is a lack of intervention.Observation and understanding;2.Poor emotional control,lack of emotional support;3.The process of intervention is programmed,neglecting the individual differences of young children.4.Pay attention to the solution of the problem and ignore the subjectivity of young children.On this basis,the suggestions to improve the effect of newcomer teachers' intervention in children's peer conflict behavior are divided into four points: pay attention to children's words and deeds,first understand and then intervene;Reasonable regulation of negative emotions,create a safe psychological atmosphere;actively cooperate with others,learn to improve teaching ability;kindergarten to strengthen the ability of teachers to guide children's activities training.