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近年来,随着人们对儿童社会性发展的日益重视,许多研究者就同伴交往对幼儿身心健康发展的意义、功能以及如何促进幼儿与同伴交往等问题作了一系列研究,成果颇丰。但有些研究对“幼儿同伴交往的现实状况”还缺乏足够的了解。笔者认为,如果不解决这一问题,就不能揭示幼儿社会心理的奥秘,就不能全面认识同伴交往在幼儿生活中的意义,而那种旨在促进幼儿与同伴交往的努力更会是事倍功半。有鉴于此,1995年笔者在南京师范大学青年科研基金的资助下,对当前幼儿园中3～6岁幼儿同伴交往的动机、方式、场所、性质、范围、结果等问题作了一次探讨。在此,将3～6岁幼儿同伴交往动机方面的有关结果作一介
In recent years, as people pay more and more attention to the social development of children, many researchers have made a series of researches on the significance and function of peer interaction on the development of children’s physical and mental health and how to promote the interaction between children and their peers. However, some researches do not fully understand “the reality of children’s association with peers”. The author believes that if you do not solve this problem, you can not reveal the mysteries of young children’s social psychology, we can not fully understand the significance of peer interaction in young children, and that efforts to promote child care and peer interaction will be more effective. In view of this, in 1995, with the support of the Young Scientists Fund of Nanjing Normal University, the author discussed the motivation, mode, location, nature, scope and result of the companionship of 3 ~ 6 year-old children in kindergartens. Here, the 3 to 6-year-old children associate motivation to make the relevant results as a reference