The Study Of Combining Story-telling And Performing Games To Intervene The Humble Behavior Of Middle Class Children

Pro-social behavior is an important subject in the research of children social development, including sharing, cooperation, help others, humility,comfort and donation behavior. Humble behavior is that when two or more children clash, because of something shared by them such as goods, space and role, a party initiative to vacate the other party and to meet the other party’s will after considering negotiations. As the important content of children pro-social behavior cultivation, humble behavior’s meaning is self-evident.According to the literature review, the research about children pro-social behavior who domestic and foreign scholars did is relatively more comprehensive and rich, in which there are some experts and scholars who made special research on children humble behavior.All of these research provide a good reference. But the empirical research of children pro-social behavior is relatively small, and the empirical research about children s humble behavior is less. Therefore, from this point of view, this study adopt experimental method and intervene children humble behavior, in order to promote children pro-social behavior and to adapt to our society better.This study selected two middle classes of a kindergarten in Tianjin as its research object.Researcher did situational testing on the humble behavior of research object before the intervention began. The results showed that the humble behavior of two middle classes’children does not exist significant differences. Then putting randomly one class as the experimental group and the rest of the two classes as the control group. To select 5 stories which humility is their theme.And to make the appropriate adaptation on the stories under the guidance of the preschool teachers,so that they can meet the children physical and mental characteristics.Then researcher intervened the children humble behavior, including tell a story in one week, each story intervened children humble behavior for two periods,which researcher was to teach children stories and explain the story to children in the first period, in order to make children understand the basic frame structure of stories, clues of characters of stories, and the subject of expressing by stories;during the second period,researcher made the performing games and showed the stories’ content again, so that children can understand the moral of stories better in the more interesting atmosphere.Researcher did the situational testing after 5 weeks’ intervention on children humble behavior,and when the study have finished for 4 weeks,researcher did the situational testing on the experimental class. Results show that, after the intervention, the level of children humble behavior in experimental group was significantly higher than that of control group, the intervention method effectively promotes the development of children humble behavior.Meanwhile, in the experimental group, the trace test and post test does not exist significant differences, indicating that the intervention method has a lasting influence on the development of children humble behavior. Therefore, preschool teachers should to change the single teaching method, using and combining a variety of teaching methods to teach children.So in order to improve the development of children pro-social behavior,preschool teachers should combine the storytelling and performing games.