The Impact of Group Games on Peer Acceptance of Preschool Children——Based on the Current Situation of Marginal Children in Kindergartens and Support Strategies

Xinwen Liang

doi:10.47297/wspiedWSP2516-250010.20220606

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The Impact of Group Games on Peer Acceptance of Preschool Children——Based on the Current Situation of Marginal Children in Kindergartens and Support Strategies

6卷第6期

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The Impact of Group Games on Peer Acceptance of Preschool Children——Based on the Current Situation of Marginal Children in Kindergartens and Support Strategies
The Impact of Group Games on Peer Acceptance of Preschool Children——Based on the Current Situation of Marginal Children in Kindergartens and Support Strategies
Zhejiang International Studies University,Zhejiang,Hangzhou,P.R.China,310023
2022年6卷第6期页码：41-52
DOI：10.47297/wspiedWSP2516-250010.20220606

Full txt

The Impact of Group Games on Peer Acceptance of Preschool Children——Based on the Current Situation of Marginal Children in Kindergartens and Support Strategies[J]. 国际教育与发展（英文版）, 2022,6(6):41-52.

Xinwen Liang. The Impact of Group Games on Peer Acceptance of Preschool Children——Based on the Current Situation of Marginal Children in Kindergartens and Support Strategies[J]. Journal of International Education and Development, 2022,6(6):41-52.
The Impact of Group Games on Peer Acceptance of Preschool Children——Based on the Current Situation of Marginal Children in Kindergartens and Support Strategies[J]. 国际教育与发展（英文版）, 2022,6(6):41-52. DOI： 10.47297/wspiedWSP2516-250010.20220606.

Xinwen Liang. The Impact of Group Games on Peer Acceptance of Preschool Children——Based on the Current Situation of Marginal Children in Kindergartens and Support Strategies[J]. Journal of International Education and Development, 2022,6(6):41-52. DOI： 10.47297/wspiedWSP2516-250010.20220606.

摘要

Abstract

With the change and development of our society and family

there are some individuals or groups in kindergartens who are ignored or excluded by class social groups for various reasons

and are less concerned or not recognized

facing an unfavourable situation of survival and development. We call it “marginal children”

the definition of which

in the views of scholars at home and abroad can be summarized into several categories: First

they are not accepted by peers because of poor social skills or fear of communicating with peers; Second

not actively participating in collective activities is gradually forgotten and ignored; Third

children from “vulnerable groups” who are disadvantaged

such as poverty and incomplete family structure; Fourth

all kinds of children who are significantly different from normal children in all aspects due to physical or psychological defects. This study mainly focuses on the preschool children who have no physiological defects but are excluded by the group. It attempts to study the impact of group games on the peer acceptance of preschool children by tracking the development and changes of peer acceptance of marginal children in three natural classes at different ages under the intervention of different group games.

关键词

Keywords

Group gamesMarginal childrenKindergartensSupporting strategies

references

Chen Wanfen, Liu Junsheng, Li Dan, et al. (2018) “The development track of young people’s early cultural values in the new era: the role of peer acceptance”[J]. Psychological science, 41 (6): 8.[2] Chen Xiaoyan, Mo Xiufeng, Zhang Lingling. (2017) “The impact of peer acceptance on children’s fair distribution behavior”[J]. Psychology and behavior research, 015 (006): 774-80.[3] Ma Weina, Yao Yujia, Cao Liang. (2011) “The development of different levels of emotional understanding in school-age children and its relationship with peer acceptance”[J]. Psychological science, 34 (6): 6.[4] Deng Xiangyu. An experimental study of group sandplay on improving high school students’ self compassion.[5] Qiu Xueqing. (2007) Research on the ecological orientation of play therapy for marginal children [D]Nanjing Normal University.[6] Wang Guanghui. (2015) Research on group game counseling of “marginal chil-dren” social skills in kindergartens[D]. Hunan Normal University.[7] Jiang Huan. (2006) Research on the application of short-range group play therapy in children social skill training[D]. Hunan Normal University.[8] Journal of South China Normal University (SOCIAL SCIENCES EDITION), issue. 02, 2004.[9] Post Phyllis B., Phipps Christa B., Camp Ami C., et al. (2019) “Effectiveness of child-centered play therapy among marginalized children”[J]. International Journal of Play Therapy, 28(2).[10]Nature-based child-centered group play therapy and behavioral concerns: A single-case design: Correction to Swank et al.[J]. International Journal of Play Therapy, 2017, 26(2).

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