A Comparative Study Of Peer Relationship Characteristics Of Children In Welfare Institutions Under Different Social Situations

In recent years,the child welfare system of our country has been improved continuously.Although the basic life of the children in the welfare home has been guaranteed,the unfortunate life experience makes the psychological level need to be paid enough effective attention.Children in welfare institutions grow up in an environment without family support,and peer relationship has become an important factor affecting their ability to learn,experience emotion and social development.From the perspective of social ecosystem theory,22 children in Henan X Welfare Institute were selected as the research objects.The characteristics of peer relationship between children in welfare home and school were compared by mixed research method.To explore the differences and causes of peer relationship between children in welfare home in two different situations.First of all,the peer-nomination method was used to measure the peer relationship between children in welfare institutions and schools.The results showed that the types of peer-relationship among children in welfare institutions were more uniform,most of the peer-relationship in school situations were neglected,most of the children in welfare institutions were different in two social situations,and the overall level of peer-relationship was decreasing.Secondly,through interviews with children in welfare institutions,teachers in welfare institutions,school classmates and teachers,it is found that in two different social situations,personality characteristics and social behavior will affect the peer relationship of children in welfare institutions;in school situations,the sensitivity of children in welfare institutions causes social difficulties,inferiority complex and then strengthens sensitivity,which makes them more avoid peer communication;in welfare institutions,children’s peer relationship will also be affected by self-care ability.At the same time,the lack of family care,improper measures of visitors,and the unusual vision of the public will also affect the character characteristics and social communication ability of children in welfare homes.Finally,the degree of teacher acceptance will affect the degree of acceptance of children in welfare institutions by peer groups.Children who are often praised by teachers will be more accepted by peers,and children who are often criticized by teachers will often be excluded by peers.Different educational attitudes will also affect the criteria for children’s and school children’s peer selection.Welfare staff will pay more attention to children’s academic performance and discipline,while school teachers pay more attention to children’s moral character.These factors lead to the inconsistency of peer relationship types in different social situations.Based on the research results,this paper puts forward reasonable and feasible suggestions to improve the children’s peer communication ability,strengthen the attention of the staff and school teachers to the peer relationship of the children in the welfare home,and improve the growing environment of the children in the welfare home,in order to promote the healthy development of the children in the welfare home.