||The purpose of this study is to understand the positive, negative, non-social interactive behaviors of mixed-age children in learning areas, and the way children deal with interpersonal interactions. Then it cuts into the perspective of a teacher, discussing the selections, considerations, and results of teacher’s intervention strategies, and introspecting through the study. This study mainly proceeded triangulation by observation, videos, file analysis and other methods.
According to the results of this study, the conclusions are as follows:
1.There are nine kinds of positive social interactive behavior in learning areas for mixed-age children: provide advice and guidance, cooperate, invite, praise and appreciate, share, inquire, initiative to help, exchange items, and play together; six kinds of negative social interactive behavior: snatch, argue, destroy, do annoying actions, physical aggression, and relationship aggression. And there are three kinds of non-social interaction: play alone for a purpose, play alone without a purpose, and unable to join others.
2.There are seven kinds of positive strategy for children in mixed ages to solve interpersonal problems: coordinate, third party coordination, correct and adjust, confess mistakes, stop and remind others, ask an adult for help, and neglect; two kinds of negative strategies: angrily yell / cry, and complain to the teacher.
3.There are two kinds of direct intervention strategy used by the teacher: direct guidance and remind by words; six kinds of indirect intervention strategy: provide opinions, participate in games, ask, give positive encouragements, give situational guidance, and remind first. And there are three kinds of situations for non-intervention strategy: involve no major principles, give children a chance to practice, and unnoticed.
4.The timing of teacher’s intervention depends on children’s behavior. Positive, negative and non-social interactions have different considerations. And the teacher will adjust according to the intervention situation.
5.The way of teacher intervention makes no difference on the behaviors that have to positive reinforcement or improve among children from different ages.
6.Through the observation of children’s learning areas, teachers can have a better understanding on the individual development and group interaction of mixed-age children.
7.In addition to enhancing professions, teachers also need to improve the relevant knowledge of special education, and make the existing system better to implement inclusive education.
Finally, based on the results of this study, suggestions are given to teachers and future researchers.