首先,从主体性的生成机制看,活动是人的主体性生成的源泉,是主体存在和发展的方式。幼儿的活动包括对物的操作活动和与人的交往活动。在操作活动中,幼儿理所当然地处于主体地位,其主体性的发展就不言而喻了。幼儿的交往活动有同伴交往与非同伴交往两种形式。在同伴交往中,交往双方心智发展水平相近,身份、地位平等,气氛更为民主、活跃,更多地采取协商讨论的方式,双方在交流中构成平行的横向关系。在非同伴交往中,交往双方存在着较大的心理距离,语言交流较困难,身份有别,地位也并非完全平等,气氛更为严肃、凝重,幼儿更多地表现出对年长者的尊重与服从,交往双方建构成了垂直的纵向联系。可见,同伴交往更能促进幼儿主体性发展。其次,从主体性的发展阶段来看,儿童主体性的发展经历了三个阶段(自我主体性、他我主体性和群体主体性)。最初,幼儿产生朦胧的自我意识,自我价值感、自我尊重感开始萌芽,凡事以自我为中心,缺乏同伴间的合作,表现出狭隘的“自我主体性”。三岁幼儿开始对同龄伙伴感兴趣,进行同伴交往,意识到他人的存在与需要,不将他人当作纯粹客体,而是视为平等主体,认识到自我与他人的依存与共生关系,通过自我调节,开始摆脱自我中心,进入“他我主体”状态。随着年龄的增大,幼儿的社交圈逐步扩 First of all, from the perspective of the formation mechanism of subjectivity, activity is the source of the subjectivity of human being and the way of the existence and development of subjectivity. Young children’s activities include the operation of objects and human interaction activities. In the operating activities, children take for granted in the main position, the development of its subjectivity is self-evident. Children’s interaction activities have peer exchanges and non-partner exchanges in two forms. In peer exchange, both parties have similar level of mental development, equal status and status, more democratic and active atmosphere, and more negotiation and discussion. Both parties form parallel horizontal relations in the exchange. In non-peer exchanges, there is a greater psychological distance between the two parties, the language exchange more difficult, different status, status is not completely equal, the atmosphere is more serious, dignified, children show more respect for the elderly With obedience, interaction between the two sides formed a vertical vertical link. Can be seen, peer interaction can promote the subjectivity of child development. Second, from the perspective of the development of subjectivity, the development of children’s subjectivity has experienced three stages (self-subjectivity, self-subjectivity and group subjectivity). Initially, children with dim self-awareness, self-worth, self-esteem began to sprout, everything self-centered, lack of cooperation between peers, showing a narrow “self-subjectivity.” Three-year-olds began to be interested in their peers, engaged in peer exchanges, realized the existence and needs of others, did not regard others as pure objects, but as equal subjects, recognizing the self-dependence and symbiotic relationship with others, Regulate and begin to get rid of egocentricity and enter the state of “him, my subject”. With age, young children’s social circle gradually expanded