Research On The Cultivation Of Rural Left-behind Children’s Prosocial Behavior

Prosocial behavior is the behavior which is good for others and society, that people show in the social life, mainly including the sharing behavior, cooperative behavior,helping behavior and comfort behavior. Developing and cultivating children’s prosocial behavior is an important body of children’s social development, which is beneficial to help children form a healthy personality, developing good interpersonal relationships and adapting to the society. In recent years, with the implement of the kindergarten education guidelines, The development of children’s prosocial behavior has gradually become the research emphasis of children’s social development. As a special vulnerable groups which can not be ignored in China’s young children, due to long separated from their parents, the left-behind children in rural areas lack of relevant personnel guidance and cultivation of their prosocial behavior, many issues exist in the development of their prosocial behaviors. So, discussing these issues, analyzing the reasons, exploring the countermeasures of cultivating left-behind children’s prosocial behavior would be of great importance in promoting the left-behind children’s prosocial behavior.In this paper, the author has surveyed the left-behind young children in the five rural kindergartens in Nanchong, Dazhou and Guangan. Which is on the basis of theory discussion in prosocial behaviors’ theoretical basis, inscape and values of cultivation in rural left-behind young children, by adopting the combination of qualitative and quantitative methods, through questionnaire and interviewing. In order to know the basic situation of the development left-behind young children’s prosocial behaviors, the author has done some survey and interviews among rural left-behind young children,teachers and principals. The result shows that the development of left-behind children’s prosocial behaviors also have certain problems. In the light of the problems, the author analyses the causes from kindergartens, preschool teachers, parents, peer group,mass media and children themselves and so on. According to the article, The low level of rural left-behind children’s prosocial behavior is not only relevant tooperating conditions, management ideas, the quality of rural kindergarten teachers, but also connected with parent-child relationship indifference, bad grandparenting. in addition, bad peer group, vulgar mass media, young children’s the limited cognitive level and the level of empathy are the other contributing factors.On this basis, aiming at the existing problems and causes in the development of left-behind children’s prosocial behavior, the author put forward corresponding countermeasures as follows: First of all, the kindergarten should play a full leading role.Such as striving to improve the conditions of kindergarten, updating the managers’ education concept in time, enhancing kindergarten-family collaboration, and the preschool teachers should attach great importance to the cultivation of prosocial behavior, strengthen the study of preschool education theory and skills and using the methods of empathy training and role play; Second, parents should undertake the due obligations by reinforcing parent-child communication, setting a good example,improving the bad parenting; then, the government and society should build favorable atmosphere which is conducive to develop children’s prosocial behavior. Specifically,the goverment should increase the financial input in agriculture and promote rural economic development to attract migrant workers to return home, so that we could fundamentally reduce the number of left-behind children. Meanwhile, the goverment ought to strengthen supervision to rural kindergarten and perfect the kindergarten and teachers’ training and appraisal system. In addition, the media should play the role of correct guidance by prohibiting broadcasting sex videos, violent videos, and the left-behind children’s social support system should be improved.Finally, through the research of the rural left-behind young children’s pro-social behaviors, it is hoped that the ideas and experiences of this paper could give some advices for cultivation of the development of rural left-behind children’s prosocial behaviors.