Therefore, to guide children with intellectual disabilities to handle interpersonal relationships well, we must start by handling teacher-student relationships and peer relationships.
1. Establish a good teacher-student relationship
In kindergarten, teachers occupy a unique and important position in the minds of mentally retarded children. Teachers’ attitudes and behaviors towards children directly affect children’s interactions. Cultivation and development of capabilities. Therefore, as a teacher of mentally retarded children, you must love and respect every child and be more loving, careful, patient and childlike. Children who are lively, cheerful, and have strong communication skills must be fully praised and affirmed to promote their further development. We must understand and encourage those children who are introverted, timid, autistic and have weak communication skills, stimulate their desire to participate in activities and communicate with kind words and a kind attitude, actively understand their psychological needs, and help them overcome their Avoid fear of communication and create a friendly and harmonious atmosphere. A teacher's nod, a word of approval, a smile, a touch, a hug, etc., can bring a feeling of kindness, warmth and happiness to children, which plays a positive role in the cultivation and development of children's communication skills.
2. Establish good peer relationships
The people with whom children come into contact most frequently after entering kindergarten are their peers, and the interaction between them plays a certain role in their social development. In a sense, it is better than their interactions with adults. Therefore, teachers must carry out rich and colorful activities purposefully and plannedly, create an objective environment that is conducive to children's interaction, and provide them with sufficient opportunities for interaction to help establish good peer relationships.
(1) Teaching activities. To carry out teaching activities in a targeted manner requires teachers to consciously combine education with problems found in children's daily interactions during teaching in various fields, and through some interaction situations, let children be in different positions and play different roles. To identify, experience, understand, and feel the emotions of others in specific situations. For example, according to the phenomenon of some children quarreling and fighting when they want to monopolize toys, teachers can provide or make up a role story about "the toy is crying", and organize the children to play the role and discuss: What should I do if the toy is broken? There is only one toy that I want to play with, but what if everyone wants to play with it? How to speak the language of negotiation? Teachers can consciously ask children who often compete for toys to play the role in the story, so that they can understand that good toys should be played together, take turns, and that children should abide by the rules and take good care of toys when playing together.
(2) Daily activities. In daily activities, teachers should provide children with a large number of activity materials and consciously provide environments that require collaboration with others to play. Such as chess, role games, performances and other materials, teachers guide children to freely combine and choose activity content, maintain a happy mood during the activities, actively participate in activities, mobilize children's enthusiasm and initiative, and gradually cultivate a sense of communication during the activities , learn the skills of friendly communication with friends. When organizing daily activities, teachers should pay attention to observe and understand the situation of children's activities, guide them appropriately, become participants and coordinators of their activities, promote friendly interactions among children, and improve their communication skills. When conflicts arise, ask peers to discuss and solve the problem with the party ***. The teacher should try not to interfere directly, but only give them some suggestions to guide them to observe and experience other people's emotions, stimulate their own motivation and ability to solve problems, and reduce Dependence on teachers. In order to expand children's social scope, teachers can also take children to different classes to make friends with other children and teachers. During daily extracurricular activities, teachers should also encourage them to play ball and play games with children in other classes. This can gradually exercise and improve children's ability to deal with interpersonal relationships.
3. Synchronous education at home to strengthen communication skills. Teachers should pay attention to contact with parents and obtain their support and cooperation so that families and schools can form a joint force in education and training. Create a good social interaction environment for children at home and further cultivate and strengthen children's communication skills.
(1) Guide parents to actively participate in the cultivation of children’s communication skills.
Teachers can publicize to parents the importance of cultivating children's communication skills through parent-child activities, parent-teacher meetings, etc., enhance parents' consciousness and initiative in creating a communication environment, explain the impact of parents' social communication attitudes on children, and require parents to provide their children with Set an example of friendly interactions. We can also introduce methods and information about cultivating children's social skills to parents in a purposeful and planned manner through different forms, and we can also organize parents to talk and exchange experiences and experiences to improve parents' educational capabilities and training skills.
(2) Guide parents to create a good social environment. Teachers can advise parents to take their children from home to society and expand their children's social scope. For example, take children to visit relatives and friends once a week, take children out for shopping or outings, guide children to entertain visiting guests alone, encourage children to buy daily necessities, buy tickets, ask for directions, etc. In addition, teachers can ask parents to teach children how to use Modern communication tools allow you to interact with people you know well.
As long as teachers and parents work closely together to educate and cultivate children with intellectual disabilities, and through a variety of teaching activities and social interaction activities, the social interaction abilities of children with intellectual disabilities can be gradually strengthened and improved.