An Experimental Study On The Development Of The Self-confidence Of Middle-class Children By Picture Book Theme Activities

Children’s self-confidence means that young children believe that they have the ability to achieve their goals and that they dare to express their own beliefs on the basis of their full understanding and assessment of their existing abilities.Children’s self-confidence will affect the development of young children’s healthy personality and their social development.Picture books and thematic activities are effective mediums for the promotion of early childhood development.How will them affect the development of children’s self-confidence?The purpose of this study is to promote the development of self-confidence among children in kindergarten through a variety of picture book theme activities.In this study,middle-class children from a kindergarten in Tianjin was selected as the research objects.Two middle classes in the kindergarten were selected for the pretest test,and the two classes with homogeneity were randomly assigned to the experimental class and the control class.There were a total of 55 children in the two middle classes,of which 28 were in the experimental class and 27 were in the control class.The experimental class conducted eight-week theme teaching activities around self-confidence picture books.The control class only conducted normal teaching activities without any experimental intervention.The results of this study show that:after 8 weeks of intervention of the picture book theme activities,the self-confidence level of the experimental class children is significantly improved,and the self-confidence level of the experimental class children is significantly higher than that of the control class children,proving that picture book theme activities can effectively promote the young children’s self-confidence development.The education suggestions proposed in this study include:teachers should fully explore the educational value of the same picture book and link with other educational activities;teachers should capture educational opportunities and master the teaching strategies to encourage children;teaching activities should be designed from the perspective of young children’s needs and echoed with the creation of the environment;early childhood teachers can use the extension of teaching content to enhance the effect of home-school co-education;kindergartens can form a picture book with the theme of park-based activities for teaching and discussion.