A Study Of Negotiation Behavior Of Senior Class Kindergarten Children In Thematic Group Construction Games

When young children face difficulties and conflicts in their daily lives,effective negotiation behaviors are the most effective tools and bridges to ease conflicts,resolve dilemmas,reach a consensus,and collaborate.Understanding senior class kindergarten children’s negotiation levels and providing them with targeted scientific assistance is beneficial to their social adaptation development.The negotiation behavior of senior class kindergarten children in thematic group construction games is the focus of this study.The observation and interview methods were primarily used in this study.For 5 weeks,the researcher observed and studied 41 children of the senior class using a homemade observation tool and an interview outline.Furthermore,research was combined with existing literature research and analysis to focus on the status of senior class kindergarten children’s negotiation behaviors in thematic group games about construction.The main findings of the study are:1.In terms of negotiation objects,children have a clear sense of rules and a clear purpose,and they mainly cooperate and negotiate with peers in the same group;negotiation between the same gender is higher than negotiation between the opposite gender.2.The consultation content is relatively single,and the repetition of the consultation content is manifested in the repetition of certain consultation content,with focus to be on the "will to coordinate."3.In terms of the strategies of negotiations,although the negotiation strategies are diversified,they have an obvious bias,mainly focusing on changing others’ ideas,and the most frequently used one is the explanation.4.About the results of negotiations,the probability of successful negotiation is much higher than that of unsuccessful negotiation.Children in the senior classes already have some negotiation ability.5.The differences in children’s negotiation ability are mainly due to the fact that children have just entered the senior class from the middle class,and some children’s developmental level has not improved much;some children have individual characteristics,including the time of entering school,personal ability,and personality characteristics;the factor of constructing materials;the factor of teaching-teaching;the factor of teacher guidance;and the factor of school-based curriculum.At the end of the paper,several educational suggestions were made: to create a democratic and consultative culture;to cultivate children’s negotiation ability in daily activities;teachers should improve their guidance and intervention level in constructive play;to put in appropriate constructive play materials;to pay attention to teaching according to individual children’s needs and respect individual differences;and to build a friendly and consultative environment at home and school together.