This research adopts observation and interview as approaches to understand the peer interaction of a rejected preschool child in the group. With the help of two preschool teachers, the researcher worked as an assistant teacher role in the classroom to intervene the peer interaction of a rejected child. The intervention approaches included teacher-directed friendship learning activities, teacher-directed picture book story time, and center-time individualized intervention. The goal of the intervention was aimed to create opportunities for the rejected child, to understand the concept of friendship, to learn appropriate ways of interacting with peers, and to practice social problem solving strategy. The observation and interview methods were applied in this study to understand the peer interactive learning process of the rejected child and the behaviors of children who mainly interacted with the rejected child. Interviewing data was obtained from the two preschool teachers as references to describe and understand the peer interactive learning transformation before and after the intervention.
The results of the research revealed threefold. (1) The rejected child has potential positive behaviors, including adopting inviting, asking strategies to get involved in a group, using positive language in a group, such as asking for suggestions from peers, cooperating, sharing, joking with others, or playing interesting role to facilitate interaction. However, the rejected child is impatient. He is easy to be angry and lacks of social skills of listening and communication, to which lead to the rejections from his peers. (2) The friendship learning activities, picture-book story time, and center-time individualized intervention improved the rejected child’s experiences of interacting and cooperating with peers. The rejected child started to express his needs, instead of using aggressive approach, to solve peer conflicts. He also applied asking strategy to get involve in peer groups and learned to control his impulse. The frequencies of prosocial behaviors, such as playing and sharing behaviors, were increased. Furthermore, the rejected child was more capable to applied conflict-solving strategies during peer interaction. (3) In the process of peer interactive learning, the more positive interactive behaviors of other children were observed, the more prosocial behaviors were showed by the rejected child. Finally, suggestions were proposed according to the results of this study.