3-5 Years Old Left-behind Children's Cognitive Development, Narrative Ability And The Relationship Between The Two In The Field Of Morals And Customs

The narrative ability of preschool children is an important part in the development of their language ability.Meanwhile,narrative needs individuals to understand the logical relationship and emotional development among people,things and things.Therefore,narrative is not only an important part of children's language learning,but also has a core value in the process of early cognitive development and socialization of children.Previous studies have shown that in the process of moral narration,the narrator transmits values,experiences and wishes through the narration of moral stories to promote children's moral cognition and behavior.This study explored the narrative ability and cognitive development of social rules of left-behind children aged 3-5 with the help of moral stories and custom stories,and further explored the relationship between narrative ability of children and cognition of morality and custom rules.Study used 3(age: 3,4,5 years old)× 3(left-behind types: non left-behind,single left-behind,parents left-behind)× 2(story types: morality,customs)of mixed experimental design,study the investigation by means of oral communication for 3 to 5 years old of left-behind children in the field of morality and custom story retelling the overall characteristics,and the differences between different types of left-behind children.The second study investigated the overall characteristics of left-behind children's understanding of stories in the fields of morality and customs and the influence of different left-behind types on their understanding of stories by asking questions.The third study examines the overall characteristics of left-behind children's cognition of social rules in the fields of morality and customs,as well as their relationship with story retelling and story understanding.The results of the first study showed that:(1)age difference was significant.The scores of the overall retelling level,the macroscopic structure,the integrity,the internal state vocabulary,the picture image vocabulary and the event action vocabulary all improved significantly with the children's age.(2)there are significant differences in scores of different types of left-behind children.In terms of the total score of story retelling,the retelling level of single-parent left-behind children is higher than that of two-parent left-behind children.The left-behind children with single parent are better than un-left-behind children in the dimension of internal state words.(3)the two types of story,morality and custom,have no influence on the overall retelling level of children's stories and the level of each indicator.The results of the second study showed that :(1)age difference was significant.The total score of story comprehension,as well as the index scores of character behavior,character intention,character emotion,character behavior inference,character intention inference and character emotion inference all increased with age.(2)there are significant differences in scores of different types of left-behind children.The score of un-left-behind and un-left-behind children is higher than that of the left-behind children.In the dimension of character intention inference,left-behind children with single parent perform better than left-behind children with two parents.(3)the story type has no influence on the overall level of children's story understanding and all indicators.The results of the third study show that :(1)with the growth of age,children's scores on the cognitive total score of moral rules,behavioral permissibility and authority dependence index are continuously improved;In terms of rule universality and conditional dependence,the scores of the 5-year-old group and the 4-year-old group were significantly higher than that of the 3-year-old group.(2)with the growth of age,children's scores on the total cognition of customary rules and the index of authority dependence increase continuously;In the indexes of behavior permission,conditional dependence and punishment degree,the scores of the 5-year-old group and the 4-year-old group were significantly higher than that of the 3-year-old group.(3)the social rule level of pre-school left-behind children is positively correlated with the ability to comprehend story,but is not correlated with the ability to retell story.