Action Research On Using Picture Book To Cultivate 4-5 Years Old Children’s Sharing Behavior

Pre-school is the key period for the formation of children’s prosocial behavior,and new needs emerge in children’s sociality,especially for children aged 4-5 years old,who have a great leap in their psychological development level and are more eager to be recognized and accepted collectively,teachers should be guided,and the cultivation of prosocial behavior should be paid more attention to.The training of sharing behavior is an important way to promote prosocial behavior,the picture books are rich in content and vivid in plot,and this kind of picture-text narration is in line with the cognitive level and age characteristics of preschool children,the use of picture books in teaching activities is easier to meet the interests of children,and promote the social and pro-social behavior of good development.4-5-year-old children have a strong imitation,storylines and protagonists in picture books can provide children with learning models,therefore,the researchers take the picture books that children are interested in as an effective carrier to foster the development of children’s sharing behavior,and adopt the action research method to explore the feasibility and educational strategy of using picture books to foster children’s sharing behavior between 4 and 5 years old,the purpose of this study is to cultivate the sustainable development of sharing behavior of middle class children,and to provide practical experience and reference for the first-line preschool teachers to use picture books to cultivate children’s sharing behavior.Based on the method of action research,this study selected 4-5-year-old children from a kindergarten in R city as the research object,and formed a research community with the teachers of this class,through observing the children’s sharing behavior in their daily life,and combining the interviews with teachers and parents,the present situation of children’s sharing behavior in this class and the cultivation of children’s sharing behavior by teachers using picture books are found out,the contents of the action research include: aiming at the present situation and problems of children’s sharing behavior,designing the theme-based educational activities that accord with the sharing characteristics of children in this class,and how teachers can provide effective guidance,etc.,conduct action research around cognitive,emotional,and behavioral aspects,using a selected thematic picture book at each stage and a small action loop for each thematic picture book,in order to foster the sustainable development of children’s sharing behavior,this paper summarizes the achievements and shortcomings in the research process,to provide practical experience and suggestions for first-line teachers to cultivate 4-to 5-year-old children’s sharing behavior through picture books.Through the previous investigation,it was found that at present,in the teaching activities of a kindergarten in R city,there is no systematic teaching content for children aged 4-5 to be trained to share behavior by using picture books,and it mainly occurs in children’s daily life,the teacher carries on the education through the simple preaching,the infant can not really understand,the infant cognition level sharing concept is unclear,the consciousness is not strong;Behavior sharing passive,utilitarian strong,lack of sharing skills training.Through more than three months of action research,the relevant data collected in the course of the research were summarized,compared and analyzed by quantitative and qualitative analysis methods,at the same time,combined with the researchers’ Observation Records on the changes of children’s sharing behavior,it is found that the sharing education activities carried out with picture books as the carrier have achieved remarkable effects in training 4-to5-year-old children to strengthen the sharing consciousness and increase the frequency of sharing behavior,in addition,the interest in picture book reading is becoming stronger and stronger,which has a positive impact on the professional development of researchers and teachers in the cognition and teaching practice of picture book.Based on the conclusion of this action research,this paper puts forward the following suggestions for kindergarten,family and kindergarten teachers: 1.The introduction of the sharing theme of the picture book,the creation of the sharing theme environment,focus on home cooperation.2.Pay attention to the value of one-day life education and picture book,pay attention to teach by example,improve their teaching ability.3.Attach importance to parent-child picture book reading activities,take the initiative to share the responsibility of child education.