Study On The Influence Of Picture Book Reading Teaching On Prosocial Behavior Development Of Children In Senior Class

Young children’s prosocial behaviors are behaviors that children show in their daily activities that have a positive impact on others.Picture book reading teaching is an important way to promote the development of children’s prosocial behavior,but some existing studies mostly stay in the theoretical discussion of the educational value,activity organization and extension of picture book application,lack of empirical research on the relationship between picture book reading experience and children’s prosocial behavior,and lack of discussion of the mechanism of picture book reading to promote children’s prosocial behavior.Based on this,this study explores the relationship between picture book reading experience and children’s prosocial behavior,and examines the effect of picture book teaching intervention on children’s prosocial behavior and the mediating role of children’s empathy ability,so as to provide reasonable suggestions and practical basis for the use of picture books in children’s teaching.The study was divided into two parts.In the first study,a questionnaire survey was conducted among 300 parents of kindergartens in 5 kindergartens in Suzhou to explore whether there is a correlation between picture book reading experience and children’s prosocial behavior.Study 2 used the experimental design of the experimental class-control class before and after testing,and selected 60 children from kindergarten A for tangram paradigm assessment,distributed questionnaires to parents and teachers,compared the prosocial behavior and empathy of the children in the experimental group and the control group before and after receiving the prosocial theme picture book reading teaching,and analyzed whether empathy has a mediating role between picture book reading teaching and prosocial behavior.Finally,the following experimental conclusions were drawn:There are no age and gender differences in children’s prosocial behavior performance,and picture book reading experience has a certain correlation with children’s prosocial behavior performance.The teaching of picture book reading under the guidance of teachers has a promoting effect on children’s prosocial behavior,and empathy plays a part-mediating role in it.Based on the above results,this paper proposes the following educational strategies for picture book reading teaching to promote children’s prosocial behavior: attach importance to picture book reading and cultivate children’s good interest in reading;United homes to promote the development of children’s prosocial behaviors;Diverse forms of education to explore more effective forms of implementation;Improve empathy and enrich children’s social cognition and emotions.