An Intervention Study On4-5Years Old Kindergarten Children’ Three Typical Pro-social Behavior With Picture Story Books

Pro-social behavior usually refers beneficial to others or has a positive impact on the society. It includes helping behavior, sharing behavior, cooperative behavior, comfort behavior, donation behavior and so on. Pro-social behavior as an universal social phenomenon exists in children’s daily life. In recent years, cultivating children’ pro-social behavior has became an important educational content of children’s social sphere, with the publication of "Directions of Preschool Education" and implement of "3-6Years Old Children Learning and Development GuidelinesPrevious studies have explored more about the production and development of children’s pro-social behavior in some details. Among them, the relevant researches indicate that4-5years old kindergarten children in a critical development period of pro-social behavior should be given timely guidance. It provides a reference for the researcher to choose4-5years old kindergarten children as experimental intervention subjects. In addition, previous empirical researches usually use the story as a material in empathy training, or cartoons as intervention materials. Addition to the current research in Taiwan, the mainland scholars rarely use picture story books to cultivate children’s pro-social behavior. So in the study, the picture story books as intervention materials were used to culture pro-social behavior of4-5years old kindergarten children.In this study, two parallel classes in a kindergarten in Tianjin were selected as the objects of study. Before the intervention, the two classes were pre-test respectively. Pre-test results showed no significant differences among the two classes in the three typical pro-social behaviors. Then one was determined randomly as the experimental group, the other one was the control group. In the experimental group there were23children,12boys and11girls. In the control group there were23children,11boys and12girls. In the process of the experimental intervention, the experimental group was given15picture story books intervention activities. Every intervention activity continued for about30minutes. After the completion of the intervention, the experimental group and the control group were measured again. At6weeks after the end of the test, the experimental group infants were measured to verify the lasting effect of the intervention. The results show that pro-social behavior levels in the experimental group is significantly higher than the control group children after the intervention of picture story books. So the intervention can effectively promote the development of children in the three typical pro-social behaviors. Meanwhile, there is no significant difference in the post-test and tracking test in the experimental group. That picture story books intervention has continuing influence. Therefore, this study suggests that early childhood teachers could organize various teaching activities using picture story books and continually promote the development of children’s pro-social behavior. At the same time, this study suggests that educators could compile series of picture story books about pro-social behavior which suitable for Chinese children. Then educators could combine quantitative research with qualitative research delving into the unique educational values of picture story books.