大班幼儿对“朋友”的认知及朋友交往的特征

Children's Awareness of“Friends”and Friendship in Senior Kindergarten

幼儿对朋友的认知及其交友行为的发展有利于促进幼儿社会性的发展,也有助于家长和教师开展教育活动。本文以大班幼儿为研究对象,采用访谈法与自然观察法就大班幼儿对朋友的认知现状和交朋友的特征进行研究。结果显示:大班幼儿对朋友的内涵理解停留在表象,少数理解内在含义;朋友互动以积极情绪为主,认为朋友是亲密和平等的。交朋友的范围具有明显的时间和空间特征:一是朋友交往的时间长、频率高;二是保持友谊的时间长;三是幼儿结交朋友的可能性与空间距离呈负相关。结合影响幼儿对朋友的认知的因素和交朋友的原因,为促进幼儿的社会性发展,更好地提高其对朋友的认知水平并结交朋友,教师和家长要关注幼儿,鼓励幼儿与同伴交往;融入生活,提高幼儿对朋友的理解水平;提供机会,创造幼儿交往的条件;结合情境,提升幼儿的交友策略。

The development of children's cognition of friends and the behavior of making friends is conducive to the development of children sociality,and also helps parents and teachers to carry out educational activities.In this study,the children in senior kindergarten class were selected as the research object,and the cognitive status and characteristics of friends of senior class were studied and analyzed by using the interview and natural observation method.The results showed that the children's understanding of the connotation of friends in senior class remained in the appearance,and a few understood the inner meaning.The interaction between friends is dominated by positive emotions,believing that friends are close and equal.The range of making friends has obvious time and space characteristics.First,the time of making friends is long and the frequency is high.Second,keep the friendship for a long time;Third,the children's friends and spatial distance are positively correlated.In order to promote children's social development,improve their cognition of friends and making friends,four educational suggestions are put forward based on the factors influencing children's cognition of friends and the reasons for making friends.First,teachers and parents should pay attention to children and encourage them to communicate with their peers.Second,integrating into life and improving children's understanding of friends.Third,providing opportunities to create conditions for children to interact.Fourth,improving the children's strategy of making friends according to the situation.