An Experimental Study Of Picture Book Teaching Promoting The Development Of Prosocial Behavior Of Children In Rural Large Classes

Prosocial behavior refers to a series of behaviors that are beneficial to society and others.The cultivation of prosocial behavior is conducive to the shaping of individual healthy personality,the improvement of interpersonal skills,and the improvement of moral level.Early childhood is the key period of prosocial training,teachers and parents should pay attention to the social training of children in this stage.Picture books,with their rich and varied pictures and easy-to-understand story contents,have won the favor of children.There have been researches abroad and in Taiwan on the promotion of children's prosocial behavior through picture books.Based on this,this study selected the most typical four children pro-social behavior(cooperation,share,help,comfort),to draw this as a carrier of the development of prosocial behavior,and the media,through the experimental intervention inspection picture books teaching can promote the development of children's prosocial behavior,at the same time for the kindergarten parents and enhance the level of children's prosocial behavior education activities to provide certain reference.In this study,children from two parallel classes of a rural private kindergarten in Henan province were selected as research objects.Firstly,the prosocial behaviors of all children in the two classes were investigated by the questionnaire on children's prosocial behaviors filled in by parents before intervention,so as to understand the development status of prosocial behaviors of children in rural large classes.On the basis of the investigation,the researcher set one of them as an experimental class and the other as a control class.Each class randomly selected 28 children(14 males and 14 females)as subjects.Before the intervention,the prosocial behavior of children in two classes was measured by situational test,and the results showed that the prosocial behavior of children in two classes was homogeneous and could be compared.The whole intervention lasted for eight weeks.There were 12 picture books in total,including four themes of cooperation,sharing,helping and comforting.Three picture books were selected for each theme.The whole picture book teaching activity is carried out in the form of picture book explanation combined with role play,outdoor games,birthday party,painting,handmade,story continuation and group discussion.After the end of the intervention,the changes of children's prosocial behavior were analyzed again through situational tests and interviews with teachers and parents to test the intervention effect of picture book teaching.This study draws the following conclusions:1.Status quo of prosocial behavior of children in rural senior class(1)on the whole,before the intervention,the prosocial behavior of the children in the rural big class was at a medium level,and its prosocial behavior needed to be improved,and there was a large space for improvement.Among all dimensions of prosocial behavior,helping behavior developed best,while comforting behavior was the most deficient.(2)from the perspective of gender,there is no significant gender difference in the prosocial behavior of the children in the rural big class,as well as the helping,cooperation and sharing behaviors,but there is a significant gender difference in the comforting behavior.The comforting behavior of girls is obviously more than that of boys.Therefore,it is feasible to improve children's prosocial behavior through picture book teaching,and at the same time,consolation themed picture books should be specially selected to promote children's consolation behavior.2.Conclusions of experimental intervention in picture book teaching:(1)there was no significant difference between the experimental class and the control class in the overall prosocial behavior and the prosocial behavior in the dimensions of cooperation,sharing,helping and comforting.(2)the prosocial behavior of children in the experimental class and the control class as a whole,as well as the prosocial behavior in the dimensions of cooperation,sharing,helping and comforting,showed significant differences in the post-test;(3)there was a significant difference in the overall prosocial behavior of children in the experimental class and the prosocial behavior in the dimensions of cooperation,sharing,helping and comforting.(4)there was no significant difference in the overall prosocial behavior and the prosocial behavior in the dimensions of cooperation,sharing,helping and comforting in the control class.(5)through the analysis of experimental data,combined with the observation of researchers and interviews with parents and teachers,it is found that picture book teaching can effectively improve children's prosocial behavior in the kindergarten and at home,and make great changes in children's behavior.In other words,picture book teaching can significantly promote the promotion of children's prosocial behavior.Finally,the researchers for the entire survey and experimental research of problems and experience respectively to the kindergarten,teachers,parents and society put forward some opinions and Suggestions,hope that through the efforts of all parties and help,better use of picture books this carrier,prompting improve a young children's prosocial behavior and make it better adapt to the development of the society.