| The development of children’s prosocial behavior has always been concerned by researchers.A large number of studies at home and abroad have found that prosocial media can affect children’s prosocial behavior to some extent,while the prosocial media that young children are most exposed to is prosocial animation.However,the results of the impact of prosocial animation on children’s prosocial behavior are inconsistent,For this reason,researchers set up inserts in the animation so that children can better learn useful content from prosocial animation and promote the development of their prosocial behavior.However,there are few studies on the effect of inserts,which need to be further verified.In the past,many researchers considered prosocial behavior in general,but the development of each dimension of prosocial behavior is not consistent.It is of great significance for children to explore the impact of inserts on the specific dimensions of children’s prosocial behavior.In addition,according to the media effect difference susceptibility model,children’s theory of mind will affect the role of prosocial animation on prosocial behavior,and the role of theory of mind can not be ignored in the research.In order to explore what methods can effectively promote prosocial animation and actively affect children’s prosocial behavior,this study selects 140 children based on Fisch ability model and adopts 2(insert type: moral lesson insert,general information insert)× 3(age: 4,6,8 years)to explore the influence of insert types on children’s three prosocial behaviors(helping behavior,sharing behavior,cooperative behavior)and the role of theory of mind.The results show that:First,the types of inserts have a significant impact on children’s three prosocial behaviors(helping others,sharing and cooperation),and moral lesson inserts can significantly improve the level of these three behaviors.Age has a significant impact on helping and cooperative behavior.The specific manifestations are as follows: in the level of helping and cooperative behavior,4 years old is significantly lower than 6 and 8 years old,and there is no significant difference between 6 and 8 years old;There was no significant difference in age in the level of sharing behavior.Second,in the study of helping and cooperative behavior,the interaction effect between age and insert type is significant.The specific performance is that the insert of moral lesson can significantly improve the behavior level of 4-year-old and 6-year-old children.In the study of sharing behavior,the interaction effect is not significant.Third,theory of mind plays a significant moderating role in the relationship between insert types and children’s helping behavior and cooperative behavior.Specifically,the lower the level of theory of mind,the more the moral lesson insert can significantly improve its level of helping and cooperative behavior.In the study of sharing behavior,the moderating effect of theory of mind is not significant.Through the above research results,it can be seen that the moral lesson insert can indeed improve the three prosocial behavior levels of children,especially the 4-year-old and 6-year-old children and the groups with low level of theory of mind.The intervention of moral lesson insert can better promote the development of their helping behavior and cooperative behavior.The educational enlightenment obtained from the research is: from the perspective of animators,more animations with clear moral lesson inserts should be designed for younger children.From the perspective of parent education,we should communicate more with children,guide them to watch the animation with clear moral lesson inserts,or act as a scaffold to help them understand the animation and improve their prosocial behavior.From the perspective of teacher education,teachers should appropriately introduce this type of animation,reasonably arrange time for children to watch,give full play to the positive impact of prosocial animation on prosocial behavior,promote children’s physical and mental health development and socialization. |
