Need Analysis for Peer Competence Intervention in Young Children Who Experience Difficulties in Peer Relationships

The purpose of this study is to analyze the demands for peer competence interventions for young children who have difficulties in peer relationships. To achieve this research objective, semi-structured interviews were conducted using a questionnaire with six primary caregivers of young children experiencing peer relationship difficulties and six experts who assist with peer relationships. The collected data was analyzed using content analysis. The results identified three main themes, seven categories, 17 subcategories, and 53 meaningful units. The three themes derived were: ‘Factors influencing the intervention process for young children experiencing peer relationship difficulties,’ ‘Methods for enhancing peer competence in young children,’ and ‘Suggestions for peer competence interventions for young children.’ The three conclusions drawn from the research findings are as follows: First, institutions that support young children with peer relationship difficulties should be established to play a central role in the training and support of experts. Second, to facilitate prompt interventions, specialized early childhood counselors capable of observation and mediation should be separately placed in early childhood education institutions. Third, education aimed at enhancing peer competence suitable for developmental stages should be promoted. This study is significant in that it analyzed the demands for peer competence interventions for young children experiencing difficulties in peer relationships through the statements of primary caregivers and experts.