Is The Fair Distribution Behavior Of 3-5 Year Old Children Consistent With The Corresponding Behavior Of Preschool Teachers?

The purpose of this study is to understand whether the fairness awareness and fair behavior of preschool teachers in the one-day activities of kindergarten are consistent with the fair distribution behavior of children.It can be used for reference in the future research on children's equity education.The specific research content is mainly divided into two aspects.One is the understanding of teachers' fair consciousness and fair behavior.One is an understanding of the fair distribution of children.Research one through the questionnaire survey to understand the preschool teachers in the day activities of the awareness of fairness and fair behavior of the general situation,especially to understand the preschool teachers in the external image of good children and children who help people behavior attitude and may show coping behavior.The questionnaire is designed to understand the situation of children's fair education in one-day activities.The teachers' fair education in one-day activities enables children to obtain fair behaviors.In the survey,it will first understand how teachers treat children who show helpful behaviors and whether such behaviors will affect children's allocation behaviors.To find out whether teachers have more special care and preference for good-looking children,and whether teachers' special treatment also affects children's tendency to prefer good-looking children.Study 2 aims to understand the fair distribution behavior of children.Study 2 used the experimental method to investigate the distribution behavior of external image and helping behavior on children aged 3-5 years.There were 4 experiments in study ii.Experiment 1 investigated the different allocation behaviors of 3-5 year old children to face attractiveness,that is,the allocation decisions of children with high and low face attractiveness.Experiment 2 mainly investigates the fair distribution behavior of overall appearance to children aged 3-5 years,that is,the distribution behavior of children aged3-5 years with good external appearance and bad external appearance.Experiment 3investigated whether children aged 3-5 years would fairly allocate resources to the helping behavior objects regardless of their facial attractiveness.In experiment 4,it is mainly to investigate whether the helping behavior object of 3-5 year old children can fairly allocate resources regardless of its good or bad external overall image.In daily activities,teachers do not directly teach children equity,but infiltrate equity education into daily activities.Study 2.98 children(aged 3-5 years)from a public kindergarten in chengdu were randomly selected as research objects.The fair distribution behavior of children aged 3-5 years in different situations as third-party resource allocators was investigated by experimental method.The results show that:(1)children's distribution behavior is different from that of teachers.Some teachers will give more care to good-looking children,while the image in the experiment does not affect the fair distribution behavior of 3-5 children.(2)there was no significant gender difference in the distribution of facial attractiveness and fair distribution of overall appearance among children aged 3-5.(3)there was a significant difference between 3-5 children's fair distribution behavior in helping others and not helping others.There was no significant difference between children's fair distribution behavior in 3-year-old group and 4-year-old group,while there was a significant difference between children's fair distribution behavior in3-year-old group and 5-year-old group,and there was a significant difference between children's fair distribution behavior in 4-year-old group and 5-year-old group.There are age differences in children's fair distribution behavior in this experiment.There was no significant difference in the number of resources allocated to help-givers and non-help-givers in the 3-year-old group and the 4-year-old group,while there was a significant difference in the number of resources allocated to help-givers and non-help-givers in the 5-year-old group.(4)the amount of resources allocated by children aged 3-5 to the unhelpful was not significant in the interaction between gender and age.(5)children in the 5-year-old group allocated more resources to the helper,but not more resources to the one with a good image,indicating that children pay more attention to the internal quality of individuals.(6)teachers should treat every child fairly.Children's behaviors and values can be acquired through persistent education.