Influencing Factors And Educational Countermeasures Of 3-6 Year-old Children’s Cheating

Cheating are acts that cheat established and mandatory rules in order to obtain certain benefits or advantages.Nowadays,cheating have become a global problem and the number of cheats is increasing.If this dishonesty is allowed to develop,it will have many adverse effects on society.An effective solution to this problem is an in-depth study of violations.Previous studies have shown that cheating are consistent.Cheating can predict children’s future anti-social behavior and children already have cheating at the preschool stage.Preschool period is the most plastic period for children’s socialization development.Therefore,it is of great significance for children’s own development and social development to effectively cultivate and guide children’s rule consciousness and rule behavior during this period.According to existing research,situational factors and individual factors of the existing researches rarely discuss the influence of recipients’ types and pro-social children have certain influence on children’s cheating.However,among the situational factors,incentives on children’s cheating in the name of others is not considered.In the aspect of individual factors,it is seldom to discuss the influence on children’s cheating behavior from the two aspects of children’s cognition and personality.In view of this,this study adopts the classic experimental paradigm of children’s moral behavior research-Temptation Resistance Paradigm.Through three experiments,it examines the types of recipients(good people need group,good people don’t need group,bad people need group,bad people don’t need group),the influence of pro-social incentives on preschool children’s violation of regulations in the name of others,and the influence of psychological theory and self-esteem on preschool children’s cheating.Experiment 1 observed the influence of recipients’ types on preschool children’s behavior of cheating regulations in the name of others.The results showed that compared with other groups,children aged 5 to 6 were more willing to violate regulations in the group of good people.The results of the study show that psychological theory and reputation management can explain the behaviors that children aged 5 to 6 are more willing to cheat for good people.In addition,it also shows that children aged 5 to 6 have reached the third stage of Eisenberg’s pro-social reasoning(approval and interpersonal orientation).Experiment 2 examined the influence of prosocial incentives on children aged 4 to 5 who cheat regulations in the name of others.Experiments show that pro-socialincentives significantly increase the number of 4-to 5-year-old children who cheat regulations in the name of others.Experiment 3 explores the influence of psychological theory and self-esteem on the behavior of preschool children(3 to 6 years old)who cheat for themselves.The results show that self-esteem can predict children’s cheating for themselves,and the inhigher self-esteem is,the less likely children are to cheat regulations.Of both self-esteem and theory of mind,only high self-esteem can significantly reduce the possibility of children violating rules,while theory of mind has no effect on children cheating rules.The results of the study show that self-esteem can effectively restrain cheating(for themselves)and has important practical guiding significance for educators and parents.The results of this study suggest that parents and educators should not simply criticize or reward children’s behavior in the name of others.It is more important to understand the motives and reasons for children’s cheating than to simply blame them for their actions.In addition,this study suggests that paying attention to the development of children’s self-esteem is an effective way to prevent children’s cheating behaviors(for themselves).