What are the ways in which teachers can intervene in children s peer conflicts

Summary. Related information: When two animal individuals courting or attacking each other, two coexisting impulses occur at the same time and to the same extentTwo animal individuals at the same time and to the same extent produce two coexisting impulses, such as the impulses to attack and escape, when neither of them reaches the degree of dominance, the resulting behavior is conflict.

Behaviors based on this impulse alternately manifest themselves as double-value behaviors.

Key points for guiding children's peer conflict behavior.

Hello, the guiding points of children's peer conflict behavior: (1) Teachers should dialectically look at the peer conflict behavior of middle class children Teachers should clearly understand the age characteristics of middle class children, know that conflict is essential in the process of children's development, and it is also a very normal thing, it is just the normal state of children to explore the world in their own way, it comes from the development of children's autonomy and self-centeredness.

Related information: When two animal individuals courting or attacking each other, two coexisting impulses occur at the same time and to the same extentTwo animal individuals at the same time and to the same extent produce two coexisting impulses, such as the impulses to attack and escape, when neither of them reaches the degree of dominance, the resulting behavior is conflict. Behaviors based on this impulse alternately manifest themselves as double-value behaviors.

Summary. The current situation of teacher intervention in children's peer conflict was studied by questionnaire method and interview method. The focus of the research problem is that teachers mainly intervene in the embryonic stage of children's peer conflict, and the difficulty is that the discovery of the embryonic stage is very difficult.

What are the major difficulties in the research problem of the intervention of the teacher in the study of peer conflict in young children?

Separate. The current situation of teachers' lead spine intervention in children's peer conflict was studied by questionnaire method and interview method. The focus of the research problem is that teachers are mainly involved in the embryonic stage of children's peer conflict, and the difficulty is that the discovery of the embryonic stage is very difficult.

Difficulties in the study of the intervention of preschool peer teachers.

Shouldn't the focus of research be on the content of the study?

The focus of the study is that it is easiest for teachers to intervene mainly in the embryonic stage of peer conflict.

The difficulty is that it is very difficult to discover in the embryonic stage.

If this article is based on the influencing factors of peer conflict and teacher intervention research, there is no method characteristics, current situation analysis and strategy of pure Xun intervention, is the research still the most difficult point in the study?

Of course, this is the case, the main content direction remains the same, and the main difficulties are still the same.

Then the major difficulty of the study seems to have nothing to do with the writing of **, which does not include the intervention of the embryonic stage of peer conflict.

The intervention in the embryonic stage of this peer conflict is a very critical entry point for Yu Ig, think about it.

What is the main problem of the proposed research of peer conflict teacher intervention research?

The main question is what is the cause of peer conflict, and this key point is very important to be well discovered.

There are several strategies for resolving peer conflict in young children:

1) Create a loose stare or ring for young children. A relaxed environment will relax children's body and mind, increase children's physical and mental activity space, promote the development of integrated relationships between children, and avoid the occurrence of tensions. The relaxed environment mainly includes sufficient activity materials, spacious and bright activity venues, less restrictive requirements, and more encouraging words.

2) Teach young children some basic skills to avoid and resolve conflicts. In educational and teaching activities, teachers should consciously teach children some interpersonal skills. For example, teach children how to listen to others, how to thank and apologize to others, how to make demands on others, how to express their wishes, and how to communicate with others.

3) Design conflict education courses for children to learn experientially. Teachers can consciously design some educational activities to simulate some conflict situations that often occur in children in reality, let children discuss and let children think about why they have conflicts and how to solve them. Teachers can also take advantage of real-life conflicts for random education.

These activities can promote children's self-reflection and self-judgment, and can also promote the improvement of children's moral level.

4) Enhance children's ability to resolve conflicts on their own. In the daily life of kindergartens, conflicts occur from time to time, and all conflicts are resolved with the participation of teachers, which is neither realistic nor possible, but also increases the dependence of young children and weakens or deprives them of their independence. In fact, since conflicts between children have little at stake and can be resolved by the children themselves, teachers should dare to let go and encourage children to find their own solutions.

In this way, children can develop independent problem-solving skills and a sense of responsibility.

5) Cooperate with the homeland and work together. Influenced by traditional thinking, many parents believe that conflict is a negative behavior that is destructive and should be avoided. In fact, conflict is a key element of self-centeredness, which can help children gradually develop the ability to develop peer perspectives and lay the foundation for children's interpersonal relationships.

Therefore, it is necessary to help parents correctly view the educational value of children's peer conflict, so that parents can also provide opportunities for children to resolve peer conflict in the family. At the same time, potential environmental factors such as the warm atmosphere of the family, the democratic attitude of parents and the social ability of parents also have a certain impact on children's social development. Parents should pay attention to the subtle role of the environment, so that children can happily interact with peers and form good peer relationships.

The guiding points of children's peer conflict behavior are based on family, society, and teachers.

1. Family perspective

Parents should be deeply aware of the importance of resolving children's conflicts and understand the conflicts between young children. When children are in conflict, parents understand the real needs of children through communication, speech, behavior, etc., give children correct guidance, and share the causes, processes and results of conflict with children.

Instead of blaming or protecting, resolve conflicts head-on and help build confidence. Parents can help their children properly resolve conflicts with their peers.

2. Social perspective

Let the children pay attention to those who are friendly and socialize on TV, explain the TV information to the children, guide the children to be correct, and develop good viewing habits. It is forbidden to have violent promotional videos, and broadcast more public service advertisements, so that children can learn naturally after **.

The relevant sectors of society should create a harmonious and positive cultural atmosphere, make television and computers a means of education, and encourage children to resolve conflicts in a non-violent way.

3. Teacher's perspective

Teachers' understanding of conflict affects children's social development, so teachers should pay attention to the study of children's conflict behavior. First of all, it is necessary to strengthen the understanding of children's conflict behavior in order to improve the ability to resolve conflict.

Teachers can also choose appropriate topics to carry out curriculum activities and a series of educational activities related to conflict behaviors, and guide children to discuss and communicate with each other to promote conflict resolution. In addition, teachers should also invest sufficient resources and materials in the activities and formulate relevant game rules to provide a relaxed and harmonious environment for children.