混龄教育下幼儿亲社会行为的特点

Status and Characteristics of Preschool Children’s Prosocial Behavior under Mixed-Age Education

亲社会行为是幼儿成长过程中重要的社会适应行为,培养幼儿的亲社会行为不仅有助于幼儿健全人格的发展,而且对于幼儿的身心健康以及社会性发展具有重要意义。本研究基于混龄教育的视角,采用问卷调查法选取广州市公办幼儿园265名幼儿进行测试,旨在考察幼儿亲社会行为的现状及特点。结果显示:1) 幼儿的亲社会行为在性别上存在显著性差异,具体而言,相比于男孩,女孩的亲社会行为显著更高。2) 幼儿亲社会行为在年龄上也存在显著性差异,5~6岁幼儿表现出的亲社会行为最高。3) 混龄班幼儿和同龄班幼儿的亲社会行为没有显著性差异,但混龄班幼儿表现出的亲社会行为高于同龄班幼儿。本研究结果有助于进一步了解混龄教育下幼儿的亲社会行为现状及特点,并为教育工作者开展培养幼儿亲社会行为提供重要参考。

Prosocial behavior is an important social adaptation behavior in the growth process of preschool children. Cultivating preschool children’s prosocial behavior not only contributes to the development of sound personality, but also plays an important role in their physical and mental health and social development. Based on the perspective of mixed-age education, this study selected 265 preschool children from public kindergartens in Guangzhou to conduct a questionnaire survey, aiming to investigate the status and characteristics of preschool children’s prosocial behavior. The results showed that: 1) There were significant gender differences in preschool children’s prosocial behaviors. Specifically, compared with boys, girls had significantly higher prosocial behaviors. 2) The prosocial behaviors of preschool children also showed significant differences in age, and the prosocial behaviors of preschool children aged 5~6 were the highest. 3) There was no significant difference in prosocial behavior between preschool children of mixed age class and preschool children of the same age class, but preschool children of mixed age class showed higher prosocial behavior than preschool children of the same age class. The results of this study are helpful to further understand the status and characteristics of prosocial behavior of preschool children under mixed-age education, and provide important reference for educators to develop prosocial behavior of preschool children.