In this study, 630 school students from two kindergartens in W city were selected as the research object by questionnaire survey method, and the questionnaire of “Questionnaire on the Level of Early Childhood Playful Dance Rhythm”, “Questionnaire on Social-Emotional Competence” and “Questionnaire on the Quality of Early Childhood Peer Interaction” were used to conduct the actual measurement of questionnaires to the teachers of the early childhood children. Correlation analysis and multiple linear regression were used to investigate the effects of young children’s gamified dance rhythm on the quality of peer interactions and to test the influence mechanism of social-emotional competence. Young children’s peer interaction quality, gamified dance rhythm level and socio-emotional competence level were all in the middle-upper level, and multiple dimensions of peer interaction quality of gamified dance rhythm level showed significant positive correlation, among which rhythm and coordination type could significantly predict verbal and non-verbal interaction skills. Parent-child relationship and socio-emotional competence mediated the different dimensions of children’s playful dance movement levels, and the mediation effect was significant. Parent-child relationship and social-emotional competence also acted as chain mediators of different dimensions of young children’s level of playful dance rhythm with young children’s quality of peer interactions. Accordingly, this study proposes an educational intervention response that integrates skill training and emotional education, which points out the direction of social development education for young children.
