A Practical Study Of Picture Book Reading Promoting Children’s Cognitive Development Of Social Rules

Children’s cognition of social rules is an important part of social cognition.It is of great significance to the development of people’s spirit of cooperation and a good social interaction model.It is also an important pillar of the formation and development of human moral systems.The cognition of social rules mainly includes the cognition of moral rules and the cognition of custom rules.The cognition of moral rules refers to the field of social rules that ensure social fairness and justice,must not harm the interests of others,and maintain the normal and orderly society of society.The cognition of custom rules refers to the field of social rules in order to allow people to better live in a social environment and make people’s behavior more standardized.The cognition of moral rules and the cognition of custom rules respectively include five dimensions:seriousness,punishment,authority,regularity and generality.Through the screening of various intervention methods,it is found that picture books not only conform to the age characteristics of children,but also contain rich cognitive content of children’s social rules.Therefore,teachers use picture books as the carrier to carry out picture book teaching,plan and purposefully complete the teaching goals,thereby improving children’s cognitive ability of social rules.Study 1:Using the "Children’s Social Rules Cognitive Picture Scale" compiled by Smetana(1981),264 children in three age classes,small,middle,and large classes,were used to test the cognitive abilities of social rules and compare each age Whether there are differences between the two areas of the children in the class,and the development of the five dimensions.The results of the study found that:(1)There are significant differences in the cognitive development of social rules among children in different age classes,which are expressed as:children in large classes develop better cognitive development of social rules than children in middle classes and small classes,and cognitive development of moral rules is better than that of custom rules Good(2)The cognition of moral rules and the cognition of custom rules of children in each age class are significantly different in each judgment standard.The performance is:the overall level of the children in the big class is better than the children in the middle and small classes,and the cognition of the moral rules is in the middle and middle classes.There is no obvious difference in punitiveness of children in large classes,and there is no significant difference in authority,regularity and generality of children in small and middle classes.There are significant differences in all dimensions of other age groups;the difference in severity and punitiveness in cognition of custom rules is the most significant obvious.Study 2:Select six picture books covering two areas of social rule cognition.After the picture book teaching design,how many classes and how many children are selected as the experimental class,how many classes and how many children are used as the control version,and carry out the picture book teaching practice research,Using the "Children’s Social Rules Cognition Picture Scale" to conduct pre and post-tests on children,and the results found:(1)The experimental class and the control class have significant differences in the post-test of social rule cognition,which is shown as follows:(2)The experimental class is The pre-test and post-test of the cognitive development of social rules are significantly different,which are shown as follows:(3)Picture book intervention has a significant role in promoting the cognition of social rules of experimental class children,and the effect of cognition of moral rules is better than that of custom rules,The cognitive development of social rules in the experimental class was significantly better than that in the control class.Educational suggestions include three aspects:teachers,kindergartens,and families.(1)Teachers pay attention to the selection of picture books,which provides an important guarantee for the development of picture book teaching based on social rules;master teaching design strategies and rationally arrange picture book teaching activities;pay attention to the implementation strategies of picture books and effectively carry out picture book teaching.(2)Kindergartens should create a suitable environment for picture book teaching activities(3)Families adhere to the principle of consistency between kindergarten education and family education,and promote the development of children’s social rules cognition through parent-child reading.