A Study On The Status Quo Of Peer Negotiation Behaviors In Large Class Children

At present,there are few researches on peer consultation among children at home and abroad,more on teacher-child interaction,and less on child-child interaction.Paying attention to children's communication is the top priority of children's social development.The method of this study is to observe the peer negotiation behavior of 78 children in four large classes in a public kindergarten in Shenyang in a natural state by non-participatory event sampling observation.Formal observation generally lasts for three months.Meanwhile,in order to effectively ensure the accuracy and reliability of normal observation,researchers' normal observation is completed from one day's activity time to one day's activity when they leave kindergarten,that is,from the beginning of large class children's admission to the end of large class children's leaving kindergarten.After three months' observation,it is found that the current situation of negotiation behavior of children in large classes is as follows.First,peer negotiation behavior of children in large classes mostly occurs in game activities,followed by educational activities and life activities.Secondly,the willingness to coordinate appears most frequently in the topic of peer consultation for children in large classes,and the topic of consultation based on "viewpoint" is higher than that based on "goods".Third,children in large classes use positive negotiation strategy higher than negative negotiation strategy in peer negotiation behavior,and children prefer to use reciprocal negotiation strategy.Fourth,concession negotiation is higher than win-win negotiation,and negotiation breakdown is higher than.According to the present situation,the author finds that there are four problems in the peer negotiation behavior of children in large classes.First,peer negotiation behavior of children in large classes is often interrupted.Secondly,the theme of peer negotiation behavior of children in large classes is single.Third,large class children use more negative strategies in peer negotiation behavior.Fourthly,the breakdown of peer negotiation behavior of large class children is higher than the success of negotiation.The reasons for analyzing the existing problems are as follows:teachers' intervention in children's peer negotiation behavior is improper,teachers do not actively guide children's peer negotiation topics,children's peer communication level is not high,and children's ability to choose ideas needs to be enhanced.According to the existing problems and reasons of peer negotiation behavior of children in large classes,the author puts forward relative educational suggestions: First,it is suggested to teachers that different children should use different educational methods to enhance children's awareness of peer negotiation and strengthen their emotional experience of peer negotiation.Second,the suggestion to parents is to encourage children to interact with peers,improve family environment and family education methods,and actively communicate with teachers on children's social development.