Action Research Of Cooperative Games To Promote The Development Of Prosocial Behavior In Middle-class Children

Pro-social behavior is the humility,mutual assistance,cooperation and sharing shown in the common life.Proposocial behavior development is an important part of children’s social development,and its good development has a significant impact on the individual’s future life,study and work.In the middle class stage,children’s peer communication needs increase,and they are in the sensitive period of social norms and the critical period of prosocial behavior cultivation.As the most important form of activity in early childhood,game has obvious educational value and significance to promote the development of children’s prosocial behavior in games.Three different game situations derived based on the theory of social interdependence can be divided into:cooperation,competition and isolation.Among them,cooperative games play an important role in promoting the development of prosocial behavior due to their own cooperative goal structure and close interactive situation.Therefore,this study used an action research approach on how to effectively promote the development of prosocial behaviors in middle class children through cooperative games.In the study,a middle class child in Guiyang H Kindergarten was selected as the main research object.In the early stage,the current situation of children’s prosocial behavior in cooperative games was analyzed through situational tests,participatory observation and teacher interview,and the causes were found according to the current situation.In the middle stage,according to the three dimensions of cognition,emotion and behavior,specific practical research was carried out with emotional cognition and management,social skills learning and independent exploration activities as the themes of the three rounds of action research.Finally,the effect of the action research is summarized,and the conclusions and educational suggestions are drawn.This paper contains four parts:the first part,which defines the two basic concepts of cooperative games and preschool prosocial behavior through literature reading and combing before the research.Then,the study of children’s prosocial behavior,cooperative games and the influence of games on children’s prosocial behavior were reviewed,and the related studies were reviewed.Finally,the research problems are highlighted through the literature review,the research design is summarized on the whole,and the research content,research methods and research ideas are clarified.The second part,go deep into the site.This paper analyzed the current situation of prosocial behavior of middle class children in the cooperative game by means of observation and testing,and established the research framework of this action research was established on this basis.In the current study,it is found that educators have a relatively weak understanding of the characteristics of pro-social behavior in daily education and teaching activities,which also leads to a-social awareness;children lack of planning division before the game,making it difficult for some children to integrate into the cooperative game;in the process of playing with others,most children have not learned more experience of pro-social communication strategies,which makes children prone to argue in peer cooperation.Based on the above results,the action research constructs a subsequent practical action research framework according to the social dependence theory and the constructivism theory.The third part is to conduct action research.During the three rounds of action research,we explored how to use cooperative games to promote the development of prosocial behavior in middle class children.In the spiral process of each round of planning,action,investigation and reflection,typical teaching examples are used to present the three aspects of deepening the prosocial emotional experience,mastering the prosocial communication skills and strengthening the prosocial behavior in the cooperative game.