The Relation Between Children’s Social Perspective Taking And The Sharing Behavior Of Kindergarten Middle And Senior Classes

The ability of social perspective taking is an important component of cognitive development and has an important impact on the prosocial development of preschool children.Social perspective taking ability is a core element of children’s social cognitive ability,and sharing behavior is one of the components of prosocial behavior.There is a close relationship between social perspective taking ability and sharing behavior.This study investigates the relationship between social perspective taking ability and sharing behavior of middle and senior class children,and explores the internal relationship between the two.Based on the research hypothesis that there is a positive correlation between social perspective selection ability and sharing behavior,combined with kindergarten education practices,and using thematic education activities as a carrier,an educational intervention study was conducted to improve the social perspective taking ability,to explore how to improve the social perspective taking ability of children in middle and senior class,thereby promoting the sharing behavior.In this study,120 children in the middle and senior class of Chengdu A Kindergarten were randomly selected,including 60 children in the middle class and60 children in senior class.Using story interviews,situational observation,and experimental methods,this study conducted a study on the social perspective taking ability and sharing behavior.Through data analysis of the results,the relationship between the two was explored.The research draws the following conclusions: 1.Middle and senior class children have a preliminary social perspective taking ability,and senior class children have a higher social perspective taking ability.2.There is no significant difference in gender in social perspective taking ability,but there is significant age difference.3.There is a difference between the two subtypes of social perspective taking ability,and the cognitive perspective taking ability is higher than affective perspective taking ability.4.Sharing behavior of senior class children is higher than that of middle class children.5.As for the sharing behavior,there is no significant gender difference,but there is significant age difference.6.There is a positive correlation between social perspective taking ability and sharing behavior.Among them,cognitive perspective taking ability is more powerful in predicting sharing behavior.7.Education activities can effectively improve the social perspective-taking ability and promote the sharing behavior.This study provides suggestions on how to improve the social perspective taking ability and promote children’s sharing behavior.Firstly,in improving the social perspective selection ability,teachers should innovate the content of education activities.When designing teaching activities,teachers should choose teaching content that is based on their closest development areas,and help children understand abstract concepts of social perspective taking ability.Secondly,teachers can create conditions for the development of sharing behavior by improving the quality of peer interaction among children,seize the opportunity of teacher-child interaction,and guide sharing behavior.Finally,teachers should cooperate with families,get educational support from parents,strengthen their awareness of role models,and promote sharing behavior in family.