The Research On Children's Cognitive Status Of The Collaboration Aging From 4 To 5

Collaborative cognition refers to people's cognition of the collaboration, its significance, and understanding to the consistent goals and rules. It contains the cognition of collaboration and its significance, the cognition of the common goals, the cognition of the collaborative organization, the cognition of the relationship between others and self, the cognition of how to deal with the conflicts, and so on. The development of collaborative cognition can promote the development of children's cognition and the action of collaboration on a certain extent. The paper researched the actuality of children's cognition development aging from 4 to 5, from the aspect of collaborative object cognition, collaborative action cognition, collaborative concept cognition, and the collaborative strategy cognition, in order to enrich the existing research results in the filed of children's collaboration and collaborative cognition, and offer some suggestions to kindergarten's collaboration development.Using the clinical method, and using the adapted "children collaborative cognition ability questionnaire" as research tools, and taking the whole cluster sampling method, this study conducted a questionnaire survey of 57 4-5 years old children, to inspect the developmental status of children's collaboration cognition ability. The main conclusions are as follows:1. From the view of whole angle, the children's developmental status of collaboration cognition ability was imbalance, during the four different aspects. Children's collaborative action cognition and object cognition development were better than the development of collaborative concept cognition and collaborative strategy cognition.2. The developmental level of 4-5year's old children's collaborative cognition didn't have any evident difference in ages and genders.3. The results showed that 4-5year's old children's collaborative object cognition was comparatively better. 78.95% children can detect the changing of accompanier's emotion and wishes. 77.19% children can understand and respect their accompanier's wishes.4. The developmental level of 4-5 year's old children's collaborative action cognition was also good, but had some difference in different situations. From the view of collaborative choice, the children who choose collaboration as their play way in unforced situation was more than in the questioned settings. In unforced situation, there were 75.4% children choose collaboration, and in questioned settings there were only 36.8%. Under the situation of game need and difficulty, there were most children choose collaboration as their play way. From the view of collaborative attribution, under the situation of difficulty and game need, children's choice of collaboration mainly attributed to the fact conditions; however, under the situation of roles dissension and lack of building blocks, children's choice of collaboration mainly attributed to the achieving of their own goals or their common games.5.4-5 year's old children's developmental level of collaborative concept cognition is not very good. The results of choosing method are only 17.5% children who choose the picture responding the essential of collaboration. And the results of defining method are less, only 5.26% children.6. The developmental level of 4-5 year's old children's collaborative strategy cognition is also not good. No matter during the starting moment, or in the course of collaboration, the effectual strategies that children had known are not abundant. And children were inclined to depend on teachers, were lack of self-determination and initiative.First of all, the paper researched and studied the developmental level of 4-5 year's old children's collaborative cognition ability. Then, according to children's cognitive characteristics, the paper considered and offered some suggestions to kindergarten's collaboration education, with the hope of offering some help to kindergarten's collaboration education.