Relationship Between Parent-child Attachment And Prosocial Behavior Of Left-behind Children

With the rapid development of new urbanization in China,preschool left-behind children have become a special group of children in China,and these children have many emotional problems and social behavior problems in reality.On the one hand,the long-term separation between children and their parents can easily lead to emotional problems such as separation anxiety and parent-child attachment.On the other hand,young children do not receive long-term personal supervision and care from their parents,and their lack of good emotional regulation ability may lead to their anti-social behavior.In this study,parent-child attachment of preschool left-behind children is the intimate emotional connection between preschool left-behind children and their parents,and they are eager to maintain intimate relationship with their parents and obtain secure attachment from it.The prosocial behavior of preschool left-behind children refers to the altruistic behavior of preschool left-behind children that conforms to social expectations and benefits others,including cooperative behavior,helping behavior,sharing behavior,comforting behavior and public morality behavior.Preschool left-behind children’s emotion regulation is the ability of preschool left-behind children to perceive their own or other people’s emotional changes and regulate their emotional responses when dealing with emotional information,including emotional stability and emotional regulation.In the growth process of left-behind children,good parent-child attachment,harmonious family atmosphere and complete family structure are closely related to their prosocial behavior.In view of this,this study takes the special group of preschool left-behind children as the research object,and explores the relationship between parent-child attachment,emotional regulation and prosocial behavior of preschool left-behind children.On December 26,2022,576 preschool children from 13 kindergartens in,Mianyang City and Chongqing City were surveyed by cluster sampling using Parent-Child Attachment Assessment Tool,Children’s Prosocial Behavior Assessment Tool and Emotional Regulation Assessment Tool.Among them,there are 2 classes in the middle class,2 classes in the middle class and 2 classes in large class;174 students in the small class,222 students in the middle classes and 180 students in large classes;299 boys and 277 girls.A total of 641 questionnaires were sent out and 618 were recovered,with a recovery rate of 96.4%.Finally,576 valid questionnaires were collected,the effective rate was 93.2%,and the effective recovery rate was 89.8%.The data were analyzed by means of significant difference test,correlation analysis,regression analysis and mediating effect analysis.The results showed that:(1)There were significant demographic differences in parent-child attachment of preschool left-behind children in grades and the educational level of the main caregivers,but there was no significant demographic difference in gender.Specifically,the parent-child attachment level of the left-behind children in the middle class was significantly higher than that of the left-behind children in the small class.In terms of prosocial behavior,there are significant demographic differences in preschool left-behind children’s cooperative behavior,sharing behavior and comforting behavior in grades and the educational level of their main caregivers.There are significant demographic differences in preschool left-behind children’s helping behavior and social morality behavior in the educational level of their main caregivers,but there is no significant demographic difference in grades.Specifically,the level of cooperative behavior,sharing behavior and comfort behavior of left-behind children in middle and large classes was significantly higher than that of left-behind children in small classes.As far as emotion regulation is concerned,there is a significant difference in the emotional stability of preschool left-behind children in the educational level of caregivers,but there is no significant demographic difference in grades.There is a significant demographic difference in the emotional regulation of preschool left-behind children in grades and the educational level of primary caregivers.Specifically,the emotional regulation level of left-behind children in middle and large classes was significantly higher than that of left-behind children in small classes.There were significant demographic differences in parent-child attachment,cooperative behavior,sharing behavior,comforting behavior,helping behavior,social morality behavior,emotional stability and emotional regulation of preschool left-behind children in the educational level of the main caregivers.The average score of the main caregivers with junior high school education or above was higher than that of the main caregiver with primary school education or below.(2)Parent-child attachment was positively correlated with prosocial behavior,emotional stability and emotional regulation.Specifically,there was a significant positive correlation between parent-child attachment and emotion regulation,emotion stability and emotion regulation;there was a significant positive correlation between parent-child attachment and prosocial behavior,cooperative behavior,sharing behavior and comforting behavior;there was a positive correlation between cooperative behavior and sharing behavior,comforting behavior,emotion stability and emotion regulation;Comforting behavior was positively correlated with emotional stability and emotional regulation,and helping behavior was positively correlated with social morality behavior.(3)Emotion regulation plays a partial mediating role between parent-child attachment and prosocial behavior of left-behind preschool children.Parent-child attachment can directly and positively predict prosocial behavior,and can also positively predict prosocial behavior by positively predicting the level of emotion regulation.Based on the above research results,this study obtains the following educational practice enlightenment: First,based on the positive predictive effect of parent-child attachment on prosocial behavior,it enlightens that guardians and main caregivers should accompany and care for preschool left-behind children more,so that they can fully feel the warmth and care of their families and enhance parent-child attachment;Guardians and main caregivers should pay attention to their own words and deeds,take themselves as an example,cultivate children’s good behavior and empathy;adopt scientific educational methods,combine rewards and punishments,and give priority to rewards;parents should communicate with teachers about children’s situation in kindergartens in time,find problems in time and solve them.Secondly,based on the positive predictive effect of emotion regulation on the prosocial behavior of preschool left-behind children,educators should pay attention to the development of preschool children’s emotion regulation ability.Thirdly,based on the fact that emotion regulation has a positive predictive effect on prosocial behavior and mediates the relationship between parent-child attachment and prosocial behavior,educators should pay attention to enhancing the ability of emotion regulation of preschool left-behind children,guide them to express their emotions in games,and guide them to actively regulate their emotions.Provide adequate emotional support for preschool left-behind children: When preschool left-behind children encounter setbacks and difficulties,give them positive emotional support to help them overcome difficulties and enhance self-confidence and self-esteem.