A Study On The Relationship Between The Cognition Of Social Rules And Peer Interaction Skills Of 4-6 Years Old

The socialisation of young children as individuals includes two major domains: social cognition and pro-social behaviour.As an important part of young children’s social cognition,social rule perception plays a crucial role in promoting social development and improving peer relationships,while peer interaction skills are one of the key factors in young children’s socialisation.However,research on the relationship between young children’s social rule perceptions and peer interaction skills has yet to be added.In order to explore the basic status of the development of social rule cognition and peer interaction ability of 4-6 years old and the internal relationship between them,and to further investigate whether there is a predictive effect of social rule cognition on peer interaction ability of 4-6 years old,this study used 220 4-6 years old as the research subjects,mainly using measurement,survey and interview methods,and with the help of the Social Rule Cognition Picture Scale and the Peer Interaction Ability Scale for 4-6 years old to investigate the relationship between social rule cognition and peer interaction ability of 4-6 years old.The results of the study found that:Firstly,the developmental level of social rule cognition of 4-6 years old is satisfactory and gradually increases with age;there are no significant differences in their development by age and gender;Second,the developmental level of peer interaction skills of 4-6 years old is satisfactory and gradually increases with age;there is no significant difference in their development in terms of age,but there is a significant difference in the gender dimension;Thirdly,there is a significant positive correlation between social rule perceptions and peer interaction skills for 4-6 years old,with the highest correlation between social rule perceptions and verbal and non-verbal skills in peer interaction skills;the former significantly and positively predicts the development of the latter;Fourth,the moderating effect of demographic variables between perceptions of social rules and peer interaction skills in 4-6 years old was not significant;Fourth,there are four possible combinations of social rule perceptions and peer interaction skills among 4-6 years old:(1)high social rule perceptions and high peer interaction skills(double-high type);(2)high social rule perceptions and low peer interaction skills(high-low type);(3)low social rule perceptions and high peer interaction skills(low-high type);(4)social rule perceptions and high peer interaction skills(double-low type).The proportion of the four types varies,with the highest proportion of children in the double-high category.The former is a solid foundation for the development of the latter,and young children’s social rule perceptions have a profound influence on their peer interaction skills,but this influence may be shaped by the internal interaction between the two and by external factors such as activity patterns.Based on the experience of previous studies and the findings of this study,this study attempts to make concrete and feasible educational recommendations.Teachers should be good at capturing opportunities to improve children’s cognition of social rules and help them internalise and externalise them in their lives to promote the positive development of their cognition of social rules,while at the same time,they should start with children’s social interactions and practical experiences to continuously improve their peer interaction skills.Specific suggestions are as follows: The first is to grasp the critical period and pay attention to the individual differences of children,including grasping the developmental characteristics of children and integrating rules education;using peer games to strengthen the positive guidance of children’s peer interaction skills;and integrating and promoting two-way co-development based on the close connection between social rules awareness and peer interaction skills.Secondly,teachers need to provide appropriate support for the four types of children according to their combination of expressions.Teachers need to first learn to measure and rationalise the combination of types of children and then take appropriate measures to promote the healthy development of children according to their interaction characteristics.