Research On The Situation Of Teacher’s Cognition And Practice Of Cultivating Preschool Children’s Pro-social Behaviors

The cultivation of pro-social behaviors needs to start from the critical period of social development at the age of 3-6,and teachers,as important others in the growth of children’s lives,their cognition and practice have a decisive influence on the development of children’s pro-social behaviors.However,the acquisition of pro-social behaviors have the characteristics of diffuse,implicit and long-term nature,which requires teachers to have a systematic understanding of the relevant knowledge of children’s pro-social behavior training,and carry out continuous practice in the one day life links.This research aims to systematically sort out the relevant knowledge of preschool children’s pro-social behaviors cultivating,explore current kindergarten teachers’ cognition and practice situation and influencing factors on the cultivation of preschool children’s pro-social behaviors,and put forward targeted strategies to help teachers improve the cognition and practice level of preschool children’s pro-social behaviors cultivating.On the basis of reviewing the literature,this research compiled a questionnaire on teachers’ cognitive situation of preschool children’s pro-social behaviors cultivating,and distributed 330 questionnaires to kindergarten teachers in H city to investigate teachers’ cognitive situation of pro-social behaviors cultivating.Survey results show:(1)The overall level of teachers’ cognition is good,but there are certain differences among various dimensions,mainly manifested as the teachers have a good grasp of the teaching knowledge of cultivating children’s pro-social behaviors,relatively lack of the knowledge of the developmental characteristics of preschool children’s pro-social behaviors,and there is polarization between the two types of knowledge that point to teachers themselves,and teachers’ self-knowledge needs to be improved.(2)There are statistical differences in teachers’ cognition on cultivating preschool children’s pro-social behaviors the cognition in terms of professional title,teaching age,kindergarten level and the development of relevant courses in the kindergarten,and there is no significant difference in academic qualifications and professional background.Multiple stepwise regression analysis shows the development of relevant courses in the kindergarten and the professional title have a stronger prediction rate of teacher’s cognition.According to the results of the questionnaire survey,5 teachers with different professional titles were selected as observation and interview subjects in three kindergartens with different curriculum concepts in the three kindergartens in H city by means of purposeful sampling to investigate the practice of teachers in different backgrounds in cultivating preschool children’s pro-social behaviors,and further explore the influencing factors.Based on all the survey results,the research finally reached the following conclusions:(1)Teachers have a good overall level of cognition of the cultivating of preschool children’s pro-social behaviors,but the knowledge of preschool children’s pro-social behaviors development characteristics and knowledge of self need to be improved;(2)Teachers lack a certain awareness of initiative,integrity,appropriate and continuous considerations in the practice of cultivating preschool children’s pro-social behaviors;(3)Individual and kindergarten background are the main factors that affect the teachers’ cognition and practice in cultivation of children’s pro-social behaviors.Finally,in response to the problems found,the research puts forward several strategies to improve teachers’ cognition and practice status of preschool children’s pro-social behaviors cultivating based on the level of preschool teachers’ individual and kindergarten level.