Teachers Intervene In The Study Of Peer Conflict Behavior In Young Children ——Take The Role Play Of The Middle Class Of Xining Y Kindergarten As An Example

Conflict is a common form of relationship between children and their peers,and the process of conflict resolution is conducive to the social development of children.Under the influence of "self-centered" thinking and the level of social development,conflicts between middle class children need the help of teachers to be resolved smoothly.Teachers’ behavior when involved in conflict is the key to harnessing the value of peer conflict.In addition,role play provides opportunities for children to socialize with their peers.Therefore,this study will study the behavior of teachers involved in peer conflict in middle class children by specifically studying situations in role play,in order to provide feasible suggestions for improving the effectiveness of teacher intervention and promoting the social development of young children.Based on the theory of cognitive development and the theory of social information processing,this study adopted the methods of observation and interview,and took 6middle class teachers in Y Kindergarten in Xining city as the observation objects.During the one-month observation,136 effective cases were collected.The observation method focuses on three dimensions: the initiation of teacher intervention（the situation,initiative and opportunity of teacher intervention）,the implementation of teacher intervention（the emotion,utterance type and way of teacher intervention）,and the result of teacher intervention（the effect of teacher intervention and teacher’s educational behavior afterwards）Through qualitative and quantitative analysis of the collected data,it is found that the middle class teachers in Y kindergarten tend to intervene in the game progression stage of the game,initiative is biased towards passive intervention,the timing of intervention is biased towards the intensification of the conflict,the emotion of intervention is biased towards middle emotion,the utterance types of intervention tend to be predicate and directive,the method of intervention is biased towards authoritative arbitration,the results of intervention tend to be neutral,the teacher’s educational behavior is biased towards the non-re-education behavior after intervention.In addition,chi-square test shows that there are significant differences between the emotion of teacher intervention and the type of utterance and the way of teacher intervention;there are significant differences among the emotion of teacher intervention,the utterance type of teacher intervention,the way of teacher intervention and the effect of teacher intervention.It reveals that the middle class teachers in Y kindergarten have four problems in intervening in the behavior of children’s peer conflict: intervention attitude is more negative,non-standard utterance,inappropriate way and unsatisfactory results.In-depth exploration of the reasons behind the problem mainly includes three factors:teachers,kindergartens,and children’s families.Finally,this study proposes optimization suggestions based on the above three aspects.Teachers should correctly treat children’s peer conflicts and improve their enthusiasm when intervening;improve emotional management skills and intervene in conflict with positive emotions;learn ways to effectively intervene in peer conflict and gain hands-on experience.Kindergartens should carry out targeted training to improve teachers’ intervention skills;increase the investment of special funds to create a good role play environment.Parents of children should correctly understand the peer conflict of children and change their attitude towards teachers;strengthen the awareness of cooperation with kindergartens and participate in relevant activities.