An Research On The Development And Educational Strateegies Of The Responsibility Of Children Between4and5Years Old

Responsibility plays an important role in the psychological development ofchildren; it is not only an important part of the children’s personality and social quality,but also the basic elements of the mental health of children. Because of its importancefor psychological development of children, the development of children’s sense ofresponsibility is increasingly paid attention by the educational and psychological circles.This study analyzes the status, the characteristics and influencing factors thedevelopment of sense of responsibility of4-5years old children by using qualitative andquantitative research methods. And accordingly educational strategies of thedevelopment of children are provided not only for theoretical basis and reference of theenrichment and development of the sense of responsibility of children, and alsoguidance for early childhood education practice.The first two chapters include the origin and purpose, content and value, definitionof the concept and domestic and international literature review, the object’s selection ofthe research, the validity of tools and methods used in the research.Chapter three presents the main contents and results of the study. Study found thatcompared with the normal development of the sense of responsibility of children, thechildren’s development of a sense of responsibility is in the middle level. The four levelof development of the children of responsible in descending order is: responsibility togroup, responsibility to themselves, responsibility to family, responsibility to social.The development of the children’s sense of responsibility is conversed from the externalstandard to the internal value, with characteristics of self-discipline and identity. Factorsaffecting the development of young children’s sense of responsibility include familyfactors and kindergartens factors. Family factors include parents ’education, parents’occupations, parental rearing styles, whether the child is the only child and so on;kindergarten factors include the behavior of teachers, means of education and peer rolemodel behavior.Chapter four provides a strategy for promoting the development of youngchildren’s sense of responsibility based on the study results. This chapter discusses fromthe two aspects of kindergarten education and family education. Family strategies include improving education literacy, enriching child care responsibility cognition;establishing harmonious relations, stimulating the emotions of young childrenresponsibility; creating practical opportunities, and encouraging children to responsiblebehavior. Kindergarten education strategies include creating a suitable atmosphere andimproving the cognitive of child care responsibility; the creation of daily situations, andenhance of the emotion of child responsibility; taking an example demonstration, andconsolidation of the children’s responsible behavior.