How do teachers cultivate the relationship between children and their peers

Abstract: Peer relationship is the main component of interpersonal relationship, which plays an extremely important role in the process of children's socialization and comprehensive and healthy development of body and mind. Positive and good peer relationship is an important spiritual environment for children's mental health development. Based on the analysis of the current situation and causes of problems in peer communication, this paper discusses the educational strategies to cultivate children's peer communication ability. Peer conflict is an inevitable and important form of communication between children. Peer conflict will bring some negative effects on peer relationship, but it will also greatly promote individual development. In the process of conflict resolution, children can gradually gain the ability to choose opinions, learn to coordinate, help and cooperate, increase social experience and awareness of rules, improve social communication ability, and finally promote the process of individual socialization and the development of personality quality. Teach children to express their feelings in correct, positive and well-intentioned language, instead of using venting, revenge, confrontation or even violent language or behavior to solve contradictions. More and more studies show that the role of children's peers in promoting each other's intellectual development can not be ignored. In real life, children don't just passively accept help and guidance. If children are given certain opportunities and responsibilities, they can also provide help and guidance for their peers. Peer cooperation requires children to communicate with people who have different views from their own, and to test their own views, and finally produce a new method that is better than children's way of thinking. Preschool teachers and parents can consciously choose some situations that need cooperation to solve problems, so that children can realize the importance of peer support and cooperation in the process of mutual communication. Compared with cooperation, competition is also an aspect of children's social ability development. In the case of competition, different individuals may be in a tense relationship of opposition and conflict. The frustration of losers in competition often leads to children's aggressive behavior and destroys peer relationship. Those children who prefer to compete may have few close companions. Too much emphasis on competition is not conducive to the establishment of peer relationship. Therefore, when preschool teachers and parents need to introduce competition in educational practice, they should pay attention to the rationality of competition so that every child has a chance to succeed. The purpose of the competition is not to surpass others, but to make every child do better. It is undoubtedly of far-reaching significance to cultivate children's cooperative spirit and good sense of competition as soon as possible. (5) The importance of correcting peer relations to peer communication difficulties and bad peer relations needs no elaboration. It is of great significance to intervene in children who can't establish normal interpersonal relationships and children with poor peer relationships, help them improve their social skills and social status, and enable them to establish good peer relationships, both for their current growth and for their future personality development. From the emotional point of view, create a relaxed environment and atmosphere for children, tolerate some small mistakes of children and give positive comments; From the perspective of behavior, we often guide them to participate in interactive group activities that require communication skills, encourage them to perform programs, provide them with successful peer communication experience, and let them benefit from communication activities; From the cognitive point of view, by telling stories, playing roles, etc. Create a peer communication situation, let children think about how to solve problems in story or game communication activities, make them realize which behaviors are appropriate and which behaviors are intolerable, correctly understand the advantages and disadvantages between peers, and understand the importance of psychological transposition. Childhood is an important period in the process of human development. Peer relationship plays an important role in children's development and social adaptation, and has a great influence on children's moral concepts, ways of thinking and personality characteristics. Establishing a good peer relationship is of great significance to the healthy development of children. Educators regard children's peer relationship as an important indicator of children's mental health education to prevent children from having bad peer relationship. Intervention on children with bad peer relations will undoubtedly promote the healthy development of their personality and sociality and prepare them for their future lives. Preschool children take games as the leading activity. Children's entertainment, study, social interaction, understanding of the surrounding environment and their own experience are mostly carried out through game activities. Games are the needs of children's excess energy, which can adjust their emotions, control psychological trauma, provide a preview for future development, create practical opportunities to actively participate in social activities, and train their ability to participate in social activities. Therefore, the game can not be regarded as a simple way to play. Before the age of three, the baby's game was mainly imitation, which was mechanical imitation and lacked imagination. Babies before the age of one are usually initiated by adults to guide children to play together. The purpose of the game is to train the baby's sensory perception and motor development, and to communicate emotionally. Children around the age of two like physical games, and they usually imitate the actions of adults according to their physical uses. Understand the function of things and the relationship between things through imitation. For example, push the toy car, make it run, and imitate the flute of the car in its mouth. After the age of three, children often play symbolic games. By using body double, they play a role in the game, communicate their roles, learn and experience the responsibilities of social roles, and master various codes of conduct. Children add imagination to the game, and the seeds of creativity appear. This kind of game is similar to real activities and can help children improve their intelligence. The role of games in children's socialization development is not only reflected in interpersonal coordination behavior, but also in the process of contradictions and disputes arising from coordination difficulties and dispute resolution. Children can learn how to stick to their own will and accept the opinions of others, so as to gradually master the ability of social coordination. To sum up, games are places for children's psychological development, especially children's group games, which are conducive to children's social growth. As parents, don't stop and restrain the normal growth of children's play behavior according to your own understanding and imagination. For example, when your child has an argument while playing with the child, you either come forward to help the child solve the dispute yourself, or you are not allowed to communicate again. On the surface, it is to protect children from infringement, but in fact it is to let children lose an opportunity to deal with interpersonal relationships. The experience that children get from it is to ask their parents if they have problems. Its self-growth is hindered. Play is a child's nature and one of the most striking features. In daily life, games have become an indispensable form of activities in children's lives. Through empirical research, experts found that playing games can develop children's physique, cognition and sociality better than attending classes, which is a true portrayal of children and the best window for teachers to observe and understand their development level and inner world in all aspects. In addition to the educational function of the game itself, the integration of mental health education into the game can play a greater synergistic role, and the game plays a positive role in promoting the development of children's healthy psychology. To this end, we can usually make use of the unique attraction of games to children to cultivate their healthy psychology. First, use the appeal of the game to cultivate children's bold and lively character. Games can meet the needs of children's self-expression and self-affirmation. Games are not only "fun" or entertainment for children, but more importantly, children can gain the ability to influence and control the environment and build confidence in themselves through games. When children influence the object or others through their own actions in the game, they will feel that they are capable people, gain the joy of success, and experience the joy of overcoming difficulties and achieving goals. For example, there is a child named Li Murphy in the small class, who is introverted and does not like to express himself. However, in the corner activities, the teacher found that Li Murphy's children showed great creativity when playing structural games, and they had their own uniqueness in both modeling and aesthetics. The teacher seized the opportunity to affirm his work in time and asked him to talk about how to build it. What is this? At first, Li Murphy was shy. Encouraged by the teacher, he whispered. After the game, the teacher put his own works in the exhibition area for children and parents to visit. Little Murphy showed a confident smile on his face. In the later days, the teacher asked Li Murphy to be an "architect" in the class and lead the children to play structural games. Soon after, the teacher found that Li Murphy became cheerful, generous and confident, and he was completely different from when he first entered the park. We know this is his confidence in the game. Second, promote the development of children's language through the development of games. Language communicative competence is a comprehensive psychology that embodies individual characteristics, and it is also a basic ability for children to adapt to life and future development. And games are only an important way to cultivate this ability. For young children, games are their earliest and most basic communication activities. The game process itself is the process of children's communication. In the game, children often need to translate what they have seen and heard and their subjective wishes or requirements into language, or make oral responses according to the meaning of others. A child who does not fully grasp how to form a language according to the way of communication and thinking of adults can't get the satisfaction of language communication like adults. They have the opportunity to be satisfied in their own world-games and realize their wishes, so as to achieve the balance of emotional and language development and communication. In children's solo games, they often use audio language to express their feelings and wishes. They play while thinking. These languages have both imitation and creation. The child's own experience was mixed into the statement. At this time, the teacher should pay attention to observing and listening to the child's independent speech and give correct guidance to make her language development more perfect. On the other hand, children develop their oral language in the game, and at the same time develop their language expression ability by consulting their peers about the content and role of the game. For example, when Xiao Ming and his children were playing role games, Xiao Ming said, "Children, I am a doctor. Will you be a nurse? " Xiao Tong said, "Good! After a while, I'll be a doctor and you'll be a nurse, okay? Xiao Ming nodded and the two children went to play happily. The * * * game between children and their peers is the best opportunity for language communication, so that children's language expression ability can be exercised in practice. Third, provide social opportunities for children in the game and guide them to have good social behavior. Good peer relationship is an important factor to promote children's mental health. Today's children are mostly only children, often spoiled, willful, self-centered, do not know how to be modest, tolerant and understanding, and will not take the initiative to care for and love others. Therefore, it is particularly important to establish a good peer relationship. In order to establish a good peer relationship, we should first educate children to respect others, from words to actions, from appearance to heart, from others to self. With this awareness, the relationship between peers will be relaxed and harmonious. Rich game activities can promote children's mental health. In early childhood, children began to have the desire to participate in adult social practice activities, but due to limited knowledge and ability, they could not really participate in adult labor. Games can meet children's requirements and promote their physical and mental health and personality development. In addition, through a variety of healthy and active sports games such as "Cats learn skills", "Rabbit who loves labor" and "Learning to be a PLA", children can receive good quality education such as love of labor, love of the motherland, unity and friendship while exercising and strengthening their physique, forming a healthy, lively and relaxed psychological atmosphere, so as to make their body and mind develop healthily. Fourth, use the rules of the game to urge children to overcome self-centeredness and initially form a sense of rules. Because of the child's physical and mental development, the child's self-control is poor, and the will and action have not been fully developed. In the game, children show a high degree of will to act. Games are attractive to children, but in games, children are willing to restrain their other wishes and make their behavior obey the requirements of games. For example, the music game Rabbit Picks Mushrooms tells the story of rabbits picking mushrooms and helping pigs and squirrels. Everyone likes to dress up as a rabbit. If you want to play games, someone must dress up as a rabbit, pig or squirrel. If everyone is a rabbit, the game can't be played. The performances of various animals in the game should also be accompanied by music. The rabbit's music appeared, the little squirrel scrambled to perform, and the rabbit's good character of helping others could not be shown. Therefore, it is very important for children to follow the rules when organizing them to play games. Only by obeying the rules can they exchange roles and children play their favorite roles. In the game, children should gradually realize the protective effect of activity rules on the activity itself, and let them know that they must learn to restrain their emotions and obey certain rules in order to be happy, and obeying rules is also a necessary quality for talents in 2 1 century. Fifth, give full play to children's initiative in the game and develop their sense of accomplishment and self-confidence. In the game activities, I set up the idea of taking children as the mainstay, so as to "guide without packaging", and more importantly, leave a proper space for children and give them a chance to express themselves. I should give full play to children's initiative in establishing the theme of the game. For example, when instructing children to carry out corner activities, the teacher found that the children were not interested in the toy store in the role-playing area, so the teacher organized the children to discuss: What should be sold in the store? How should the clerk entertain the guests? The children had a heated discussion. Afterwards, the teacher organized the children to visit the shopping mall and let them observe how the goods in the shopping mall were bought and sold. Who are the main people in the mall? What should I use to buy goods? Children get intuitive experience by visiting and perceiving this knowledge, and then the teacher encourages them to design the layout, logo and appearance of coins themselves. The children all showed great enthusiasm. Finally, they changed the name of the store to "Beibei Store". After the design is completed, the children also invite teachers and children from other classes to visit. Looking at the confident smiles on children's faces, we also deeply realize that giving full play to children's initiative in the game will make children's activities more creative, and at the same time. Lots of examples show that children can cultivate their interest in sculpture by playing with mud. Scribbling with colored pens can cultivate your interest in painting; Game activities have trained children's hands-on ability and skills such as operation and pen holding.