A Practical Study Of The Influence Of Empathy Companionship Course On Children’s Peer Communication Ability

Peer interaction as an important part of children’s social interaction,to promote the social development of children plays an indispensable role in the social development is an important issue,the preschool education has been as a result,kindergarten how to select,design and implementation of the quality of social classes,thereby promoting the development of the infant’s ability to peer exchanges,is the current problems that should pay attention to.However,throughout the current kindergarten education in China,it can be found that social courses account for a relatively small proportion in the collective teaching activities,while peer communication is mainly concentrated in children’s daily activities,and there are few systematic peer communication courses and educational guidance in the collective teaching activities.Based on the above intention,Prof.Xinchun Wu of Beijing Normal University,Prof.Katherine Snow of Harvard University,Prof.Jing Zhou of the School of Preschool and Special Education of East China Normal University,The demonstration(experimental)kindergarten project for the development of children’s mental health and social emotional ability(i.e.,the "empathic companionship" course)is used as the prototype of this study to carry out the practical research on children’s peer communication ability.First of all,this study sorted out the emergence,implementation and development status of the course of "empathic companionship" by referring to a large number of literature,and discussed relevant concepts and existing problems of the course in the form of typical cases,laying a solid theoretical foundation for subsequent research.Secondly,on the basis of a comprehensive understanding of the course of "empathic companionship",this course is introduced into kindergarten teaching,and the influence of the course of "empathic companionship" on children’s peer communication ability is explored through questionnaires,interviews and other forms.In this study,159 children from four classes in the cooperative kindergarten were selected to participate in the curriculum practice.One experimental class and one control class were set up in the middle class and one in the senior class respectively to carry out the curriculum practice for 3 months.The effect of curriculum implementation was evaluated by combining quantitative analysis and qualitative analysis.Through quantitative analysis,it can be found that: after the implementation of the curriculum,children in the experimental class(including middle class and big class)have achieved significant improvement in the four dimensions of peer communication(social initiative,verbal and non-verbal ability,social barrier and prosocial behavior)to varying degrees.Through qualitative analysis,it can be found that: from different perspectives of teachers,parents and researchers,it can be found that children in the experimental class have made significant progress in emotional emotion,language expression,peer communication strategy and peer communication enthusiasm,etc.Finally,based on the above conclusions,this study summarizes the experience of "empathic companionship" course in promoting the development of children’s peer communication ability,and puts forward corresponding educational thinking and suggestions.