The Research Of Reading By Using Social Theme Picture Books To Promote The Development Of The Top ClassChildren’s Prosocial Behavior

Every one of us is social being, every one of us needs to communicate and cooperate with others. And pro-social behavior is exactly the premise of forming a good relationship with others. Prosocial behavior is not only influenced by subjective factors such as the cognition, character, but also affected by external factors such as family, school and society. In addition, Preschool period is the best stage of cultivating prosocial behavior, and this is the time parents and teachers should guide and promote the development of their children’s prosocial behavior. As their image-leading text-assisting description、rich and diverse contention、popular and simple stories, picture books have drawn more and more attentions of parents and teachers recently. And they are considered to be most suitable for children’s reading. What is more, children always can’t tear themselves away from the picture books for the figures、the delicate painting and the fascinating stories in the books. Social theme picture book carries the content of prosocial behaviors by pictures, by reading these books, children’s prosocial behaviors could be stimulated and promoted.This study selected 291 top class children from six kindergartens in Hangzhou as a research object. And the author has made surveys and interviews to the teachers and parents from kindergartens which have carried out social theme picture-book teaching. Additionally, this research has made three classroom observations in the chosen top class which is featured as picture-book teaching. Using the methods combining with questionnaire, interview, observation, text analysis, this study explored the influence of social theme picture books reading on young children’s prosocial behavior. And then put forward some feasible suggestions according to the problems revealed from the survey. The results of the study are as followed: first, by comparing kindergartens which features social theme picture-book teaching with those who do not. It is found that the social theme picture-book teaching can effectively promote the development of the top class children’s four typical prosocial behavior--cooperation, sharing, helping and comfort. Second, by comparing the situation of parent-child reading at home of the top class children who studied in kindergartens which features the social theme picture-book teaching, it is found that the social theme picture-book of parent-child reading can promote the development of the top class children’s prosocial behavior. Third, the influence of social theme picture books reading appears to be some gender differences in children’s prosocial behavior. Fourth, there is a correlation between the times of reading social theme picture books at home per-week and the top class children’s prosocial behavior. The more frequency social theme picture books reading per-week, the higher prosocial behavior level are.Finally, according to the problems found in the survey, the study proposed some suggestions from four aspects including kindergarten, teachers, family and social. The paper hopes to provide some effective strategies of children’s social theme picture books reading guidance for teachers and parents, and also hopes that through the joint efforts of all, we can provide a better environment for picture books reading, and then promote the development of the top class children’s prosocial behaviors.