The Influence Of Multiage Education On 3-year-old Children's Pro-social Behavior

Pretest and posttest design was adopted in this study. By setting context and tasks, pro-social behavior of 3-year-old children was structurally observed in the laboratory. Local multiage education was compared with local peer education in the kindergarten. The different effect of multiage education and peer education on children's pro-social behavior was probed into. Besides, preschool children's pro-social behavior was trained under the multiage education condition. A pro-social behavior training program for preschool children who accepted multiage education was worked out. And the validity of the training program was observed.The observation on children's pro-social behavior included three experiment. Those were: the observation on children's helping behavior, the observation on children's cooperation behavior, the observation onchildren's sharing behavior. Research methods were as follows: Children's helping behavior was observed in experiment 1. Setting situation method was adopted for the measurement of children's helping behavior. In the interlude of 20 minutes free games, three situations were set("looking for mobile phone","picking up beads","falling over") for structurally observing children's helping behavior.Children's cooperation behavior was observed in experiment 2. By setting cooperation tasks, children's cooperation behavior was structurally observed. The cooperation tasks included two tasks: putting up stools and building pink tower.Children's sharing behavior was observed in experiment 3. Children's sharing awareness and behavior was observed. Stories judgment method was adopted to observe children's sharing awareness. Sharing awareness inferred to conceptual sharing under two conditions: acting as a role and acting as a spectator. Sharing behavior in the actual situation inferred to children's sharing behavior of occasionally gained object. The sharing behavior toward the companion of the testee who gained the candy occasionally was observed by the experimenter. The results of this study were as follows:(一)There is no significant difference between the amount of children's pro-social behavior in the protest and children's pro-social behavior in the posttest.(二)There is no significant difference between the amount of 3-year-old boy's pro-social behavior and girl's pro-social behavior.(三)There is no significant difference between the effect of multiage education and peer education on 3-year-old children's pro-social behavior.(四)The effect of pro-social behavior training program for 3-year-old children who accepted multiage education was not significant.(五)Multiage education had some active effect on 3-year-old children's pro-social behavior.(六)The pro-social behavior training program for 3-year-old children who accepted multiage education had some active effect.On the basis of the experiment, a pro-social behavior training program for preschool children who accepted multiage education was worked out. The program included three parts:– Carry out theme teaching activities separately aimed at helping behavior,cooperation behavior,sharing behavior.– Helping,cooperation,sharing games and activities infiltrated in the daily activities.– Set up regional environment(Helping Wall,Sharing Zone,Emotion corner)Training program included expression recognizing,emotion recalling,situation discussing method,role-play method,behavior motivating method,pro-social cognitive training.The influence of multiple education on 3-year-old children's pro-social behavior was observed in this study, an empirical study proof was offered for the argument of the rationality,necessity and educational effect of multiage education, studies in the area of multiage education was theoretically enriched. And an improvement suggestion,an training program for innovation and development of multiage education were offered.