| Prosocial behavior refers to all positive behaviors that are expected to benefit others in society.The development of good pro-social behaviors can help children better adapt to society and lay a solid foundation for children 's lifelong development.It is also conducive to the implementation of school quality education and the formation of a harmonious society.The family is one of the important factors that affect the development of children's pro-social behavior.A complete family structure,a scientific educational concept,and a good family education method are conducive to the development of children's pro-social behavior.However,the left-behind children as a special group in the process of urbanization in China,the breakdown of the family structure,the lack of parent-child relationship and the drawbacks of"intergenerational support" undoubtedly make them more socially developed than other children,especially More problems arise in the development of social behavior.Therefore,what is the current level of prosocial behavior development of left-behind children before school?What are the characteristics?And how is it related to family upbringing?These are the issues that researchers are concerned about.In this study,365 preschool children from six kindergartens in rural areas of Shaanxi Province were selected as the research object,including 182 preschool left-behind children and 183 preschool non-left-behind children.Data collection was conducted using the "Children's Pro-Social Behavior Questionnaire" and"Parent-raising Questionnaire".At the same time,using the self-edited interview outline,we interviewed the parents and teachers of the 6 preschool left-behind children.After statistical analysis,the following research results are obtained:1.The average score of pro-social behavior of left-behind children before school is 105.159 points,which is higher than the median of 70 points.Among them,the average score of cooperative behavior is the highest,reaching 3.845 points,followed by comfort behavior(3.827),helping behavior(3.742),moral behavior(3.692),and sharing behavior(3.643).2.There are significant gender differences in the total scores of pro-social behaviors of left-behind children before school(t=-2.797,p<0.01),of which the gender differences in comfort behaviors,helping behaviors,and cooperative behaviors reach a significant level;There are significant age differences(F=12.570,p<0.001),and the age differences in the five dimensions have reached a significant level;the average value of the total social behavior of preschool left-behind children who mainly care for single parents is significantly higher than the main Preschool left-behind children whose caregivers are ancestors(t=2.091,p<0.05),where the differences in comfort behaviors,helping behaviors,and cooperative behaviors reach a significant level;the primary caregiver 's education level is primary school and below and the primary caregiver 's education level is junior high There was no significant difference in the total pro-social behavior scores of left-behind children before school and above(t=-0.460,P>0.05).3.The average score of pro-social behaviors of left-behind children before school is significantly lower than that of non-left-behind children(t=-5.127,p<0.001).;The average score of pro-social behaviors of left-behind boys before school was significantly lower than that of non-left-behind boys(t=-3.908,P<0.001).Among them,the average scores of sharing behaviors,moral behaviors,comfort behaviors,and cooperative behaviors were significantly lower than that of non-left-behind boys.Left-behind boys(P<0.05);the average score of pro-social behavior of left-behind girls before school was significantly lower than that of non-left-behind girls(t=-3.237,P<0.01),in which the average scores of cooperative behavior,sharing behavior,and moral behavior were all significant Lower than non-left-behind girls.4.The average score of pro-social behavior of left-behind children in large,middle and small classes before school is significantly lower than that of non-left-behind children in large,middle and small classes(P<0.01).Among them,the average scores of helping behaviors and ethical behaviors of the left-behind children in the small class were significantly lower than those of the non-left-behind children in the small class(P<0.05);the average scores of the other dimensions in the middle class were significantly lower than those of the non-left-behind children in the middle class(P<0.05).Except comforting behavior and moral behavior,the average scores of other dimensions of the large class are significantly lower than those of the non-left-behind children of the large class(P<0.01).5.The autocratic average score of the parenting style of left-behind children before school is the highest(3.264),followed by democracy(3.083),laissez-faire(2.728),inconsistency(2.407),and doting(2.316).6.There are significant differences in the parenting styles of preschool left-behind children in groups with pro-social behaviors,among which the differences in democracy,doting,and inconsistency reach a significant level(P<0.05);preschool left-behind children and pre-school non-left-behind children are in parenting styles There are significant differences in the above,among which the differences in democracy,doting,inconsistency,and autocracy all reach a significant level(P<0.05).7.Democracy and autocracy in parenting methods are positively correlated with the total score of pro-social behavior and various dimensions,while doting,indulgence,and inconsistency are negatively correlated with the total score of pro-social behavior and each dimension.From all dimensions,the correlation between democracy and prosocial behavior reaches a significant level(P<0.001);the correlation between autocracy and cooperation reaches a significant level(P<0.001);the relationship between doting and comforting behavior The correlation did not reach the significance level,the others all reached the significance level(P<0.05);the correlation between laissez-faire and sharing behavior reached the significance level(P<0.05);the correlation between inconsistency and each dimension reached the significance level(P<0.05)0.05).8.Democratic family upbringing is positively correlated with the development of pre-school left-behind children's pro-social behavior and has a positive prediction;inconsistent family upbringing is negatively correlated with the development of pre-school left-behind children's pro-social behavior and has a negative prediction.From all dimensions,the democratic nature of family upbringing has a positive predictive effect on all dimensions of pro-social behavior;inconsistency has a negative predictive effect on comfort,cooperation,and morality;doting has a negative predictive effect on helping behaviors;Indulgence has a positive predictive effect on cooperative behavior and a negative predictive effect on sharing behavior;autocracy has a negative predictive effect on public moral behavior.Based on the above research results,this study draws the following conclusions:1.The level of prosocial behavior development of left-behind children before school is not low,but there are different degrees of differences in terms of gender,age,and main caregivers.2.Regardless of overall,gender or age,the level of prosocial behavior of left-behind children before school is lower than that of non-left-behind children.3.There is a certain relationship between the development of pro-social behaviors of left-behind children before school and their parenting styles.Their family parenting styles show authoritarian and democratic characteristics.The democratic and authoritarian nature of family upbringing has a positive impact on preschool left-behind children,while doting,indulgence and inconsistency have a negative impact on preschool left-behind children.In response to the above research conclusions,this study makes the following four recommendations:(1)establish a correct view of children;(2)establish effective family education strategies;(3)master scientific education methods;(4)improve their own scientific literacy. |
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