A Practical Study On The Promotion Of 5-6 Years Old Children’s Peer Communication Ability By Psychological Drama

Good peer communication ability is advantageous to the good development of children’s sociality,and it is very important for children’s physical and mental health.Psychological sitcom provides children with a unique field of peer communication.In this process,it is inseparable from the communication and cooperation with peers.Children will learn the correct concept and way of peer communication through role performance or observation,so as to improve the negative emotion of peer communication,promote the occurrence of good peer communication behavior,and lay a good foundation for children’s social development.Compared with the traditional teaching method,this way of teaching in fun can increase preschool children’s interest and enthusiasm,and make them gain insight and improvement in the process of playing roles.So as to effectively improve children’s peer communication ability.At present,there are many researches on children’s peer communication ability at home and abroad,but there is a lack of research on promoting children’s peer communication ability by psychological sitcom.On the basis of previous studies,this study explores the influence of psychological sitcom on children’s peer communication ability,so as to enrich the educational connotation of psychological sitcom and provide more scientific basis for kindergarten to carry out practical activities of psychological sitcom.In this study,Dali kindergartens are used as research sites.The research object is to select10 5-6-year-old children in the kindergartens by random sampling.There are three research methods: literature method,experimental method and observation method.First of all,the researcher entered the experimental group of children’s class,observed and recorded the situation of children’s peer communication,and asked the teacher in charge of the experimental group of children to use the 4-6 years old children’s peer communication ability scale for pretest,in order to understand the current situation of children’s peer communication ability in the experimental group.Then,the researchers divided the psychological sitcom activities into warm-up stage,performance stage and end stage.Through these three stages,the children in the experimental group were intervened,once in the warm-up stage and once in the end stage,eight times in the performance stage,once a week for a total of 10 weeks.After all the activities,the teacher in charge of the experimental group used the scale again to conduct a post-test.During this period,the researchers continuously observed and recorded the children’s peer interaction behavior.The data changes of the experimental group before and after the intervention of psychological sitcom were compared and analyzed.The results show that there is a significant difference between the pre-test and post-test of children’s peer communication ability in the experimental group,and the average value of each dimension is significantly higher than that of the pre-test.And through the observation and recording of children’s communication,the use of language to resolve contradictions is gradually increasing,and prosocial behavior is becoming more and more.The conclusions of this study are as follows: the results from qualitative analysis and quantitative data verify the experimental hypothesis that psychological sitcom can effectively improve the peer communication ability of 5-6-year-old children.Firstly,based on the four dimensions of children’s peer communication ability,the study concludes that children’s active participation in psychological sitcom activities is conducive to the development of social initiative,psychological sitcom is conducive to the development of children’s verbal and nonverbal communication ability,and the increase of altruistic and altruistic behavior is conducive to the development of children’s prosocial behavior;Secondly,based on the dimension analysis of psychological sitcom: psychological sitcom is conducive to enrich children’s emotions,improve children’s personality,children participate in social activities,learn to solve problems,children know themselves and carry out self construction.Finally,according to the research results and teaching reflection,this paper puts forward the corresponding suggestions for preschool teachers: choose the content of psychological sitcom according to the current situation of children’s development;carefully create the activity environment of psychological sitcom;closely observe children’s peer communication behavior and give timely guidance;improve professional ability and effectively evaluate children’s communication behavior.