The Cultivation Study Of The Role Play On Social Self-Supporting Of Middle Class In The Kindergarten

Objective: To explore the influence of role play with social self-supporting as the theme on social self-supporting--social behavior level of middle class children.Methods:(1)Research one adopted the experimental group and control group before and after the test design,with role play as the independent variable,self-supporting--social behavior level of middle class children as the dependent variable.Two middle classes were selected by cluster sampling method in the kindergarten affiliated to Hunan Normal University.Parents used ? 3-6 years old child social self-supporting--social behavior scale? to grade their children.Parents' scores were ranked from high to low,and 12 children with low scores were selected from two classes to form the experimental group and the control group according to their classes.There was no significant difference between the experimental group and the control group in the score of self-supporting--social behavior,and match on sex and age.During the 8 weeks intervention period,the experimental group received role play intervention once a week for 30-40 minutes in the period of weekly regional autonomous games,and the control group carried out autonomous games normally.At the end of intervention and 2 weeks after the intervention,parents still adopted the scale to conduct post-test and follow-up measurement.(2)In the second study,the ?3-6 years old child social self-supporting--social behavior scale?was used to test 39 children in a middle class as a whole.The questionnaire scores were ranked from high to low,and the latter 27% were assigned to low groups,with 11 children in total.Six common children in the low group were evaluated by the head teacher and parent respectively,three of them were selected as research objects combined insiders' report and researcher's observation.Three cases were screened by ?China--wechsler infant intelligence test?to eliminate the influence of inadequate ability.Research two used a single subject study design to research three children,using A-B baseline experimental design,comprehensive questionnaire,interview,observation and insider's report methods,with role play as the independent variable,self-supporting--social behavior level of middle class children as the dependent variable.The experiment was divided into the baseline period(1-4 weeks),intervention period(5-12 weeks)and follow-up period(12-14 weeks)three stages.In the three stages,the self-supporting--social behavior level of cases were evaluated weekly through the ?observation table of social self-supporting--social behavior of children in middle class?and the insider report,also at the end of intervention and 2 weeks after the intervention,head teacher and parents still adopted the scale to conduct post-test and follow-up measurement.Results:(1)Comparison of the difference between the two groups showed that the post-test and follow-up results of the experimental group were significantly higher than those of the control group.Comparison of intra-group difference showed that there was no significant difference between the post-test and pretest results in the experimental group,and the tracking results were significantly higher than the pretest results.(2)Based on the quantitative and qualitative analysis results of three children:two children's social self-supporting--social behavior level in the intervention and the follow-up period was significantly higher than the baseline period.One child's social self-supporting--social behavior level in the intervention period was higher than baseline period,but decreased in the follow-up period.Conclusion: The role play with the theme of social self-supporting can improve the level of social self-supporting--social behavior of middle class children.