Research on Issues and Guidance Strategies of Peer Interactions During Area Activities in Senior Kindergarten Classes

Abstract

Area activities in a kindergarten setting are primarily child-centered, allowing children to make their own decisions, operate independently, and explore freely. These activities are crucial for enhancing childrens ability to interact with peers. During these self-directed area activities, children are not only able to reflect on their own behaviors but also respond to the actions of others. This cooperation and understanding foster improved peer interactions. This paper utilizes observational methods, interviews, and literature reviews, employing observation sheets for studying S Kindergarten. It focuses on three key issues in childrens peer interactions: aggressive behavior, egocentrism, and gender differences. The study analyzes the current state of teachers guidance strategies across three levels: linguistic, interactive, and environmental setup. It evaluates the existing practices in teachers guidance methods and concludes by offering improvements and recommendations for guiding peer interactions in senior kindergarten classes.