The Intervention Study On The Development Of Preschool Children’s Social Perspective Taking Ability

In recent years, with the increasing emphasis on early childhood education, socialperspective taking is becoming an important issue in the field of children’s cognitive research.Social perspective taking ability is based on the original knowledge context， taking the“non-self-centered”model to understand the mental state of others, including the views ofothers, emotional understanding and speculation, and non-self-centered approach to explain,predict and control behavior. The development of social perspective taking is an importantprerequisite for children to be self-centered, children can build a prerequisite of good peerrelationships, and a great role in promoting the development of pro-social behavior. Therefore,the social perspective taking in children has important theoretical and practical significance.In previous studies, the focus is mainly on the static study of the development model，the general trend and influencing factors of social perspective taking ability.Intervention study designed to explore opportunities to promote the development of children’ssocial perspective-taking ability is relatively small.. In the existing research findings, thediscussion of which time the children’s social perspective-taking ability appear has beencontroversial.Therefore, in the view of defects and differences of the previous studies, this studyre-adapted the test material of social perspective-taking ability, and developed a set ofintervention programs. At the same time, this research also included a preliminary explorationon the effect of the intervention programs and the finding of child perspective taking abilityappearing time.The subjects in this research were selected randomly from a kindergarten in Shijiazhuang,and divided into3,4,5,6-year-old four age groups. Each age group had30children, andwas also divided into experimental group and control group (n=15). First, a pretest wasbeginning which more conformed with the characteristics of child cognitive development,following by16intervention curriculum trainings, testing test of intervention effect in the end.The results showed that： 1. As age increasing, there are more significant age differences in the development ofchildren’s social perspective-taking ability. The most significant changes was finding in3,4-year-old group;2. There is no gender difference in the development of children’s socialperspective-taking ability;3. Intervention programs can improve children’s social perspective-taking ability,moreover, the cognitive judgment ability was more significant;4. About The intervention effect of the intervention of social perspective-taking ability，there are differences in different ages, and the three-year-old group is most obvious;After the training intervention, the boys in the cognitive judgment ability improvedsignificantly higher than girls.To sum up: this intervention training courses is effective and feasible to improvechildren’s social perspective-taking ability. After further refinement, it can provide referencevalue for future research and practice, and is worth popularizing.