A Case Study Of A Kindergarten-centered Intervention In Passive Withdrawing Children

Passive withdrawal refers to that children are eager to participate in peer interaction,but because of lack of peer communication skills and are rejected in the collective,can only play alone.Passive withdrawn children lack good peer communication ability,have a low status in the peer group of kindergartens,have poor peer relationship with other children,have low quality of teacher-child interaction,are alienated from teachers and lack of positive emotional communication.Therefore,breaking the previous the research thinking and method of single intervention to try in combination with teaching,curriculum and life a day,on the basis of exploring how the passive withdrawal behavior intervention for the center with the kindergarten children,find out training partner skills real effective strategy,for lack of experience in kindergarten and teachers provide valuable advice.Based on the reality of kindergarten,this study designed an intervention scheme for four scenarios: life scene,regional activity,outdoor activity and collective teaching activity.Using case study paradigm,literature method,interview method,observation method and questionnaire survey method,two middle class children in a kindergarten in Jinan were selected as the intervention objects for a period of 12 weeks.Through the pretest and post-test,the changes of children's passive withdrawal scores were compared to evaluate the intervention results.After 12 weeks of intervention,the two children's peer communication ability was greatly improved,and their passive withdrawal was greatly improved.Case 1overcame many bad living habits,learned to abide by the class rules,made great progress in prosocial behavior,showed more and more care,help,sharing and cooperation when interacting with peers,and used polite language more and more.In the game,when the partner refuses,she will not walk away directly.Instead,she will try to negotiate with the partner in an inquiring tone and propose solutions by herself.In teaching activities,I can bravely express myself,and my self-confidence is greatly improved compared with that before the intervention.Case 2 is close to the averagelevel of the class in terms of verbal and non-verbal communication ability,and will take the initiative to express himself.Although the words are still not standard,but the communication between the partners is relatively smooth,the number of saying "thank you" and "sorry" increased;he knows how to be grateful for others' help and praise to himself,and he has learned to use verbal negotiation in the game.He can greatly reduce robbery,crying and aggressive behaviors.He can help each other with the companion,the cooperation game;he consciously abides by the class rules set by the teacher and refrains from repeating the behaviors prohibited by the teacher,he is gradually accepted by more and more young children in the class,and began to be evaluated by other children as their good friends.The study concluded that kindergarten-based intervention can effectively reduce children's passive withdrawal behavior,and at the same time,it is also conducive to improving the teacher-child relationship of passive withdrawal children,so that they can establish an intimate and mutual trust emotional connection with teachers.Kindergartens should design targeted programs according to children's characteristics to provide strong support for families to play an auxiliary role in education.Teachers need to pay more attention to the selection of ways and methods in the intervention,timely feedback the intervention situation and children's progress to parents,and strengthen the real-time communication with children's parents.