1 Empathy training method Empathy refers to the emotional reaction that children experience with others when they are aware of others' emotional reactions, and is the ability to understand and enjoy others' feelings. Empathy training is to improve trainees' ability to understand and share others' emotions through targeted guidance activities. This method focuses on children's emotional transposition and the emotional experience of others. Teachers can use conflict situations in daily life to train children's empathy. For example, in the face of children who adopt negative strategies, teachers can train them in empathy and let them experience emotional empathy. First of all, the teacher should help the child tell the story, and at the same time, the teacher should ensure that the child's emotions are well controlled. Then, the teacher should give each child a chance to state the event separately and let them express their views on the event. Finally, teachers should guide children to tell each other's feelings. At first, children may insist on defending themselves and accusing each other. At this point, what the teacher has to do is to guide the children to observe each other's expressions, so as to understand each other's feelings. In addition, teachers should help children find ways to make each other feel better.
2 Situational performance method Situational performance method is to imitate a specific conflict situation, let children play the role and produce behaviors consistent with the role they play. In situational performance, children can perceive their own roles and understand the feelings of others. It is very beneficial to improve children's social skills. Teachers can design conflict themes in advance (starting from children's daily life), provide vivid and concrete conflict events for children to play their roles, experience their roles and the emotions of the other party, and let children express this feeling. Thereby improving children's ability to solve problems. For example, in an unsuccessful conflict (toy competition), children express their ideas directly with their body movements in order to play with toys in other people's hands. At this time, teachers can use conflict to participate in role-playing, act as the owner of toys, and let children who want toys ask for them. The teacher guides the child's next behavior according to his behavior. If children are tough, teachers should guide them to express themselves gently. You can also exchange roles and better experience the emotions of your peers.
3 Art cultivation This method is mainly to cultivate children's emotions through stories or children, let them experience positive emotions, encourage children to be happy and be good at communication. Teachers can design and write stories according to different types of conflicts, and let children feel the emotions of the characters in the stories through vivid and concrete stories. For example, in a win-win conflict story, teachers should praise the actions of the characters in the story, encourage children's good behavior and stimulate their positive emotions. In addition, teachers can make use of the children's conflicts that usually occur in this class, change the names of both sides of the conflict, make up a vivid story, and match it with words. First, tell stories to children. On the basis of children's understanding of the story, let children match the characters in the story with appropriate words, or let children draw appropriate expressions themselves, aiming at cultivating children's ability to recognize the emotional state of others.
4 Daily training method This method is to seek opportunities in daily life or activities and create conditions for education. For example, in art activities, children are divided into several groups, and each group has a set of colored pens. But for other items (such as glue), you can prepare less, which can create an opportunity for children to communicate with others and exercise their communication skills. In this way, when there are conflicts such as toy competitions, children may take turns or exchange to solve the conflicts. In educational activities, teachers can design activities to recognize expressions, so that children can learn to read other people's expressions and increase their perceptual knowledge, which is also conducive to empathy training.
5 some conflicts in proper rules education kindergartens are because children don't know how to obey the rules. Therefore, it is necessary to carry out appropriate rule education. Moreover, this kind of rule education must be in games or other teaching activities, so that children can abide by certain rules in the process of learning, playing and communication, and improve their social communication ability and level. To sum up, children's peer conflict is an important form of children's social interaction and an important influencing factor of children's social development. Teachers should start with the types of children's peer conflicts, correctly understand and deal with children's peer conflicts, and better promote the development and process of children's socialization.