Children's peer relationship refers to a kind of interpersonal relationship established by children of similar age or similar age in common activities, which is formed by children in the process of social communication. It is an important aspect that reflects children's social development. Peer relationship is of great value to children's psychological development. Peer relationship not only provides children with a lot of opportunities to get to know others, but also helps them gradually learn how to cooperate with others and learn to cooperate and resolve conflicts, thus improving their social cognitive ability and communication ability. Good peer relationship is an important psychological environment for children's mental health development and an important factor for children's good social behavior, which is conducive to children's self-confidence and self-esteem and forms a lively and cheerful personality. Starting from cultivating children to establish a good and harmonious relationship with their peers, we can promote children's social development by creating a good communication environment, learning communication skills and family cooperation. First, creating a good communication environment is an important guarantee for establishing a good peer relationship. Childhood is a critical period for the formation and development of social communication. In this period, although the improvement of children's communication ability needs the guidance of adults, the communication between children and their peers, especially between peers, is of great significance for children to master social communication skills. Therefore, we consciously create warm and harmonious social activities and game situations, fully provide opportunities for children to communicate freely with their peers, let children learn excellent virtues such as "cooperation", "sharing" and "humility" in communication, and constantly give feedback and direct feelings through their peers' behaviors and attitudes, so that their positive behaviors can be maintained, continued and developed. 1. Create a situation. We consciously carry out the activities of "taking the big with the small" in our lives. Small class children who have just entered the park are not used to group activities and are crying and clamoring to go home. We said to the big class children, "Look, my brother and sister miss their mother, and no one takes her to play. Why don't you be her mother, play with her and feed her? " Children will still care and take care of their weak peers like adults. We also tell children fairy tales, such as ants moving, pulling radishes, and cat doctors crossing the river. To cultivate children's emotions, let children have emotional resonance, and let children turn their emotions into positive actions. The child's birthday is coming, and the children in our class held a birthday party for him, which gradually formed a caring and friendly atmosphere among their peers. 2. Play the educational function of the game. Makarenko, a famous educator in the former Soviet Union, said: "Future activists are first cultivated in games." Games are children's main activities, which can solve the contradiction between children's desire to participate in social practice activities and their lack of ability and experience, especially role games, which are effective means to promote children's social development.

Second, learn good communication skills to promote the development of good peer relations. Peer communication is the starting point of children's personal socialization. Because peer communication is an equal status relationship, children know themselves, adjust their behavior, gradually get rid of the tendency of self-centeredness, realize the existence of the collective and society, realize their position and responsibility in society, and learn to get along with others. Peer communication ability is a kind of ability to deal with peer relations. 1. Increase children's communication frequency. Peer communication ability is gradually matured in frequent communication with peers. So we increase the communication density of children through some group games, more group activities and free time. For example, in group games, we put children with the same personality together and give them a chance to show off. Gradually put children with different personalities together, let the children's personalities complement each other, let the children learn to deal with peer relations during their communication time, and enhance mutual understanding and emotion. 2. Learn to tolerate others. Learning to tolerate peers is very important for establishing a good peer relationship. In the activity, we consciously guide children to learn to forgive others. 3. Learn language skills in communication. Some children don't tell others what they think and don't understand others' thoughts and needs when interacting with their peers. They wanted to join other people's activities, but they chose the wrong method. Therefore, we set up some language of communication skills in the activity, "Would you please lend me a play?" "Shall I accompany you?" "Can I help you?" Let children learn polite language to communicate with their peers, which improves the good relationship between peers. 4. Enhance the awareness of rules. The Outline points out that teachers should guide children to know, experience and understand the basic social behavior rules in various ways in their common life and activities, and learn to be self-disciplined and respect others. Therefore, in the experiment, we attach importance to inspiring and guiding children to abide by the rules of the game and helping them to establish rules. In this way, the game is played in an orderly manner under the constraints of rules, and children also enhance their awareness of rules and self-discipline. Third, home cooperation helps children establish good peer relations. The establishment of children's good peer relationship often depends on children's family environment, parents' educational views, educational attitudes and behavior patterns, and on the consistency of kindergarten education and family education. In kindergarten, although teachers have some guidance on children's sharing, cooperation, humility and self-control, children can take whatever they want to play at home and monopolize toys. Parents indulge their children, which greatly weakens or even offsets the efforts made by teachers in the social development of children. We actively understand many aspects of children's family education through parents' open days, direct conversations, parent-teacher conferences, tutoring gardens, etc., and give suggestions to parents to make their ideas and behaviors as beneficial as possible to children's social development. Fourth, improve teachers' educational methods and evaluation methods, and coordinate peer relations 1. Evaluate children correctly. Most of children's knowledge of themselves and their peers comes from the evaluation of adults. How children get along with each other in peer relationship comes from the teacher's educational methods and evaluation. In the experiment, we are good at finding the bright spots of children, not expanding the shortcomings of children's immaturity, and adopting rational and witty countermeasures to solve the problems that children have in their communication with peers. 2. Dialectically look at the contradictions between children and guide them to solve their own problems.