Elementary School Children's Cooperative Behavior And Temperament, The Relationship Between Parents Upbringing

In the process of children’social development, being in elementary is an importantstage which can not be ignored. During the period, children communicate andexchange their minds with fellow more frequent than any other time. Cooperativebehavior is the children’s essential choice to get the healthy development in specialenvironment, such as elementary schools. The importance of children’ cooperativebehavior is increasing on their social adjustment and school adjustment. Thecooperative behavior of children is a crucial means for them to make pro-socialbehavior, which is affected by parents’ rearing style and their own temperamentfactors also have certain constraints. For this purpose, the essay firstly expand onchildren’ cooperative behavior at home and abroad, temperament and parents’rearingways in a detailed description, and conducted a survey of 134 primary school studentswho are on the low middle and high school stages based on the this basis elementary.Then it systematically analysis the fundamental situation and characteristics aboutchildren’ cooperative behavior, temperament traits and their parents rearing stylesduring the elementary school level , and had a more detailed discussion among those.Mainly conclusions are drawn as follows:1. In four aspects of cooperative behavior ,cooperation initiative, cooperationpurpose, cooperation leading and cooperative persistence , primary school childrenare more likely to behave the cooperative persistence. And then the order for theothers are cooperation initiative, cooperation purpose, cooperation leading inaccordance. Compared with the lower primary students in elementary school, highgrades and middle grades students are able to adhere to complete the cooperativebehavior, and they have more cooperative purpose in cooperative behavior. There isno gender difference in primary school children of all aspects in cooperative behavior,but there are gender differences in the different grades. The cooperative persistence ofthe middle-grade-girl in primary schools is significantly higher than middle-grade-boyin primary school. 2. There is no gender difference in rearing styles of parents and children’stemperament of primary school students.3. The primary school students whose attention always scatter performsignificantly lower purpose of cooperation and leading of cooperation than theprimary students whose attention always focus in cooperative behavior.4. The scatter of attention of elementary school children’s temperament plays aregulatory role between the cooperation initiative of primary school children’scooperative behavior and rejection to deny of rearing style of parents. And the scatterof attention of elementary school children’s temperament plays a regulatory rolebetween the cooperation purpose of primary school children’s cooperative behaviorand overprotection of rearing style of parents.