A Study On The Relationship Between Cooperative Behavior And Theory Of Mind In Mixed-age Education

The study of “learning community” has remained high enthusiasm in all areas of society,and “young children's cooperation” has gradually become a hot topic that young children educators have focused on.With the deepening of research,researchers mainly research and analyze “cooperation” from the perspective of cooperative behavior,cooperative ability,cooperative methods,cooperative learning,etc.in the field of social development of young children,and find that young children's cooperation is helpful to their social development.In addition,since the1980 s,researchers have gradually focused on developmental psychology,from the age characteristics of young children's theory of mind development to the relationship between theory of mind and social development,and have obtained rich research results,confirming the “theory of mind” plays an important role in the development of young children's social cognition.From a theoretical perspective,“cooperation” and“theory of mind” both belong to the category of individual social development,and they have a certain connection.However,from the perspective of practice,the interaction mechanism between them is unclear and needs further investigation by researchers.The purpose of this study is to examine the level and the characteristics of young children's cooperative behavior,and theory of mind ability in mixed-age education,in order to interpret the relationship between young children's cooperative behavior and theory of mind through mathematical statistics and case analysis.According to the purpose of this study,162 3-6 year-old young children in the QT kindergarten of HZ city were selected as the subject of the initial test and the formal test.At the same time,all young children in a mixed-age class were collected as typical cases of cooperative behavior observe the object.The findings are as follows:(1)In mixed-age education,young children's cooperative behavior is at the upper-middle level,and it continues to increase with age,but there is no gender difference between boys and girls.(2)In the mixed age interactions of young children,the scale of cooperativebehaviors mainly occurs in 2-3 persons and different ages,and the group with the most cooperative behaviors are young children in middle and senior classes,followed by young children in middle and junior classes.Among them,the age composition of cooperative behavior among the young children in middle class is most abundant.(3)In mixed-age education,young children's theory of mind level is at the middle-to-upper.The order of young children's theory of mind is “different desir”,“different belief”,“knowledge access”,“belief emotion”,“real-appearant emotion”,“contents false belief”.There are significant ages differences in the development of theory of mind among young children,but there is no gender difference in the development of theory of mind among them.(4)In mixed-age education,young children's cooperative behavior and theory of mind ability show a synchronous change.The cooperative behavior of young children can predict their theory of mind ability.Through the development of theory of mind,young children's cooperative behavior can be predicted.In addition to the above research results,this study also selects representative mixed-age cooperation cases for analysis based on the observation videos,and elaborates the relationship between cooperative behaviors and the theory of mind in mixed-age education.The theory of mind ability from the perspective of young children's cooperative behavior or the development of young children's cooperative behavior from the perspective of theory of mind.Finally,based on the research results,this study summarizes the research inspiration and puts forward four targeted suggestions:(1)Improve young children's awareness of cooperation and give them sufficient time for mixed ages;(2)Attach importance to the development of young children's theory of mind and grasp the development of young children's theory of mind in mixed-age education;(3)Pay attention to individual differences in young children and build a bridge between cooperative behavior and theory of mind;(4)Give full play to the advantages of mixed-age education and optimize the structure of young children's peer communication.