An Action Research On Promoting The Responsibility Of Children In Large Class Through Duty Activities

Responsibility is an important component of young children’s social adjustment,an important indicator of their moral character,altruistic behavior and sense of altruism,and plays an important role in the development of their social qualities.Kindergarten is the first group environment for children aged 3-6 years to enter society and has a profound impact on the formation and development of responsibility,while the age of 5-6 years is a critical period for the development of responsibility in young children.Duty activities are one of the common activities in kindergartens and is an important part of children’s participation in the community.Scientific and reasonable duty activities can link children to their environment and increase their sense of existence,belonging and responsibility.However,the researcher found that the current strategies for nurturing responsibility in the large class children’s duty activities need to be further developed.Therefore,this study focuses on the six dimensions of responsibility,and promotes the development of responsibility in children by adjusting the activities of the duty roster.The paradigm of action research was used in the study,with a combination of observation,measurement and physical analysis methods used to collect data.The researcher began by observing and assessing the current level of responsibility of the 38 children in the class and used this as a starting point for a three-stage course of action:The first stage is to stimulate children’s sense of responsibility,following the characteristics of children’s responsibility development,focusing on the cultivation of the "I am" dimension of responsibility,clarifying children’s perception of responsibility in the activities of the duty boy,redefining the content of the duty boy’s activities,rules and environment creation with the participation of children,and helping children gradually move from the perception of responsibility to responsible behavior;The second stage is the promotion of responsibility,with the focus of the responsibility dimension moving from ’self’ to ’others’ and ’community’.The children’s responsibility is extended through the development of their duty skills and the use of a ’duty plan’ and multiple assessment methods to promote responsibility in a targeted way;The third stage is to strengthen children’s sense of responsibility,building on the previous two stages and further strengthening children’s sense of responsibility for ’others,the group and fault’.By using the power of the duty group and focusing on objectivity in the children’s self-evaluation and other evaluations,the children gradually learn to evaluate from the perspective of others and to be brave enough to face their own faults in their selfevaluation;Through the implementation of the three phases of action,the longitudinal analysis of the results of the Early Childhood Responsibility Development Questionnaire and the qualitative data revealed significant improvements in the overall level of children’s responsibility development,in the level of each dimension of responsibility,and in the level of responsibility of individual children.It was also found that teachers had a clearer understanding of the value of nurturing responsibility in children,an increased awareness of nurturing responsibility in children,and a more professional and diverse approach to nurturing responsibility in children.Finally,further suggestions are made for the study in the light of the findings: firstly,it is important to clarify that the subject of responsibility is the young child;secondly,it is important to widen the space in which responsibility education can be carried out and not be confined to the classroom.