A Study On The Use Of Cooperative Play To Foster Prosocial Behavior In Young Children

Pro-social behavior is a social behavior that children show in the process of communicating with others.Among various types of prosocial behavior,typical prosocial behavior include cooperation,sharing,help,humility,comfort,etc.As a positive and beneficial social behavior,it plays an important role in the formation of children’s good personality and moral character.The outline states : " Children should be prepared to be willing to interact with others,learn to help,cooperate and share,and be compassionate." Cooperative play is an activity that needs to cooperate and actively participate with others,which can provide children with opportunities and conditions for mutual communication and common activities.Therefore,exploring the use of cooperative play to cultivate children’s pro-social behavior.By means of questionnaire and situational test,three kinds of pro-social behaviors of large-class children in W kindergartens in Qiannan prefecture were pretested.Children with low scores of pro-social behaviors were selected as the main observation objects.This paper analyzes the reasons that affect the poor performance of children’s prosocial behavior,and designs a cooperative play implementation scheme for children’s cooperative behavior,helping behavior and sharing behavior.Practice follows the steps of design-implementation-reflection-adjustment-reimplementation-summary,and obtains the training effect of cooperative play.The effect of activity training shows that cooperative play can effectively cultivate children’s pro-social behavior.Based on the effect of activity training,the conclusion is drawn: firstly,cooperative play is an effective way to cultivate children’s pro-social behavior;secondly,respect the individual differences of cooperative play training effect.Therefore,the following suggestions are put forward: first,the creation of cooperative play should be targeted,and the goal should be clear;second,pay attention to the relationship between the realistic level and the development goal in children’s games;third,teachers should lead and evaluate children in a proper time to strengthen their pro-social behavior;fourth,build a long-term mechanism of home-kindergarten cooperation to cultivate children’s pro-social behavior jointly.