A Study On Cooperative Behavior Of Big Class Children In Constructing

Content: Early childhood is a key period for occurence and development of children’s cooperative behavior. It has important scientific value for investigating the occurrence and development of children’s cooperative behavior deeply. This research took document method, open questionnaire methot, time sampling observation method, case method, experimental summary method, and adopted 240 higher class children as the participants of open questionalre study, 90 higher clas children as time smpling obsrvatin study, 30 higher class children as case study, to investigate their cooperative behavior when they were in the precess of constructive play. The main conclusions were drawn as follow:1. In the aspact of higher class children’s cooperative behavior level, there was much higher cooperative behavior both in realistic constructive play and fictitious constructive play than free play, lower cooperative behavior than free play.2. In the aspact of higher class children’s cooperative behavior property, there was much more positive cooperative behavior both in realistic constructive play and fictitious constructive play than free play, less passive cooperative behavior than free play.3. Girls had much higher level of cooperative behavior than boys; girls were more likely arising positive cooperative behavior in constructive play, behaved more than boy.4. There were mainly four questions in constructive play:(1) Girls had much higher level of cooperative behavior than boys, and there was much more cooperation between the same sex than opposite sex.(2) It wasn’t enough of the higher level cooperation.(3) It was lack of autonomous cooperation between the higher class children.(4) There was much more complain in the constructive play.5. Based on the investigating of higher class children’s cooperative behavior in constructive play, this research proposed same educational suggestions:(1) Design the different theme of construction rationally to promote the cooperation between opposite sex.(2) Design the theme of construction rationally to promote children’s cooperation level.(3) Intervene children’s constructive paly scientificly to improve children’s constructive awareness, and promote children’s positive cooperation.(4) Deal with the complain behavior scientificly, and cultivate children’s problem resoving themselves.