A Study On Prosocial Behavior Of 3-6 Years Old Children In Kindergarten

Prosocial behavior is an important indicator of the socialization of children’s development,as well as an evaluation index of their social development level.Prosocial behavior includes helping others,sharing,cooperation,comfort,sympathy,humility and other behaviors,which is conducive to promoting children’s social development.Children have some good social behavior,and also bad social behavior in the kindergarten life,the process of the play and peer interaction,therefore,it is particularly important for children to develop prosocial behavior.In this study,the prosocial behaviors of children aged 3-6 in kindergarten were studied by means of literature,observation and interview method.Firstly,the results shows that the prosocial behaviors of children at different ages are different.In terms of helping others,children in small classes have the consciousness of helping others,although the ability was not up to it.children in middle class are affected by peers,observing and learning to help others;children in big class can take the initiative to help others,enjoying the joy of helping others.In terms of sharing behavior,children in small class are willing to share with their peers on the premise of meeting their own needs;children in middle class can share under the guidance of the teacher;children in big class can take the initiative to share,and the content of sharing are diversity.In humility behavior,children in small class need teacher guidance;children in middle class will take the initiative to humble in the case of material surplus;children in big class will be active in humility,and can discuss with others.In the aspect of comfort behavior,children in small class have comfort consciousness,but need the teacher’s guidance;children in middle class can take the initiative to comfort others,spontaneous comfort companion;children in big class are more fluent in comfort language and action.In terms of cooperation behavior,children in small class have the sense of cooperation and can cooperate for a short time;children in middle class take the initiative to request cooperation;the cooperation behavior of older class children is common and the level of cooperation is higher.In terms of sympathy behavior,children in small class lack of life experience,difficult to sympathize;children in middle class have sympathy behavior under the story situation;children in big class have less sympathy,relying on the real situation.There are also age differences in the main body of the prosocial behaviors of children in kindergartens: there is no significant difference in the main body of prosocial behaviors of children in small class;the main body of prosocial behavior of children in middle class is the companion,but the teacher less;the main body of prosocial behavior of older children is the same sex partner.The prosocial behaviors of children aged 3-6 years in life activities,regional activities,outdoor activities and teaching activities are also analyzed.Secondly,the main problems of children’s prosocial behaviors in kindergartens are that the assisted children do not express their gratitude,and some children are unwilling to help the unfamiliar or disliked companions.Self-centered children are reluctant to share with their peers;small age and slow development of children can not take the initiative to meek;comfort behavior is not reinforced in time;some children have a weak sense of cooperation and a low level of cooperation.Children’s sympathetic behavior is difficult to be present by language.The influencing factors of children’s prosocial behavior problems in kindergartens are introversion of some children,tense environment in kindergartens,ineffective guidance of teachers,over-indulgences of children in families and violent tendencies in some cartoons.Finally,several promotion strategies are put forward: children should improve their own empathy ability;kindergarten should create a warm and safe education environment;kindergarten teachers can guide prosocial behavior effectively;parents should pay attention to the cultivation of children’s prosocial behavior;society should encourage positive picture books and animation themes.