Research On Teacher Intervention Behavior In Children's Peer Conflict

During a day in kindergarten,children always express conflict behaviors when having peer social communications,of which more serious ones even could develop into violent and aggressive behaviors.Even that,it cannot be denied that it is an important educated opportunity to improve children's social ability when they have peer conflict behaviors.No matter children themselves resolve their conflicts or teachers resolve them by interference,through that,children can learn how to communicate with their peers and how to resolve their conflicts by consultation.As a result from that,they can steadily improve their social development level.However,it is teachers-the important witnesses-that know the social communicative activities happened in kindergarten from beginning to end.So,the teachers play a vital role in helping and leading children to resolve peer conflict issues.Moreover,the interference activities and words used by teachers are key points to effectively resolve those conflicts and to virtually improve children's social development level.Given the needs of this research and the scale and level of kindergartens,36 children and teachers of state-owned kindergarten Y and H are selected.323 interference cases are importantly observed among all peer conflict behaviors.These observations to those cases are mainly about the point in time of interference,initiative of interference,language of interference,emotion and attitude of interference and purpose of interference.The results of those observations are recorded,which will be input into SPSS in order to obtain the definition codes of all of the variate so as to analyse the relationship between them.The results of SPSS show that there exists significant relations between all of the variate including the point in time of interference,initiative of interference,language of interference,emotion and attitude of interference and purpose of interference.And the results of teachers' interference will be influences by the point in time of interference,initiative of interference,language of interference,emotion and attitude of interference and purpose of interference,of which the influence of emotion and attitude of interference is the biggest one.And the better the emotion and attitude of interference is given by a teacher,the better the results appears.The power of interference showed by the results weaker than the emotion and attitude of interference is,respectively,purpose of interference,language of interference and the point in time of interference.During the process of this research,the interference strategies used by teachers have been deeply analyzed through the results of SPSS and interference cases,which can be further divided into information strategy,simply response strategy and order strategy.And the information strategy is the most qualified one with the respect to improve the effectiveness of teacher's interference behavior.This research,on the basis of qualified and quantified analysis of observation data,summarize and analyze the four elements,including children,teachers,kindergarten and social environment,that could have impact on teachers interference behaviors.Some interference suggestions are provided according to elements of teacher and kindergarten.The aim of this research is to provide better practical and operational guidance for teachers when they intervene in peer conflicts occurring between children in kindergarten.Therefore,the interference quality of teachers could be eventually improved and the positive value of peer conflict could be maximized in order to develop children's social development.