An Experimental Study On The Effects Of Method Of Material Input In The Construction Area On Young Children's Sharing Behavior

Sharing behavior is one of the specific manifestations of prosocial behavior,which is an essential factor to investigate the development of children's social level.In the process of constructive games,children have higher autonomy.Individuals can choose game materials and game content by themselves.The number and spatial density of building blocks are the material premises for children to construct games.Due to the limitation of material environment during the game,conflicts are caused when sharing resources.Therefore,it is necessary to explore the relationship between sharing behavior and the method of material input.To explore the relationship between children's sharing behavior and the method of material input in games,this study adopts a 3X3 mixed experimental design,in which the dependent variable is a children's sharing behavior,and the independent variable is the method of material input,which refers to the number and spatial density of building blocks that children put into the game.In the study,108 children from the provincial demonstration park A in Shihezi City,including the large class,the middle class,and the small class.Take "house" as the theme to build,and record the whole process of young children's construction.A total of 96 young children in large,middle,and small classes were collected,and 3409 sharing behavior events were collected.The self-made scale " Evaluation Index for Children's Sharing Behavior in Constructive Games" was used to evaluate the sharing behavior of children.The results show that:(1)In terms of the frequency of sharing behavior,the main effect of the number of building blocks is significant for the middle class children;in terms of the large class,the interaction between the number of building blocks and the spatial density is significant;(2)In terms of the level of sharing behavior,the main effect of the spatial density and the number of building blocks are significant for the large class children,and the interaction between the spatial density and the number of building blocks is significant;(3)The interaction between spatial density and number of building blocks is significant for middle class children's sharing behavior relevance,and the main effect is significant for small class children's sharing behavior relevance;the main effect of building blocks is significant for big class children and middle class children's sharing behavior autonomy and voluntary;the interaction between building blocks and space density is significant for big class children's sharing behavior interaction,and the number of building blocks is significant for small class children;the main effect of spatial density and number of building blocks on sharing behavior of large class children is significant.The study found that limited material placement can promote more sharing behaviors among children.The improvement of sharing behavior quality is the result of internal coordination of material placement.Different method of material input have age effects on all dimensions of children's sharing behavior levels.The research suggests that education suggestions can be put forward in three aspects,such as moderately placing materials based on the critical point of space density and the number of building blocks,adjusting the number of building blocks based on the actual game space multi-plan,and intervening influencing factors to solve the problems of sharing behaviors among children of different ages.