3-6岁城乡幼儿社会性发展水平及其回应策略  

A Study on the Social Development Level of 3-6 Years Old Children in Urban and Rural Areas and Their Response Strategies

作　　者：程秀兰[1] 沈慧敏 CHENG Xiu-lan;SHEN Hui-min(School of Education,Shaanxi Normal University,Xi’an 710062,China)

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《陕西学前师范学院学报》2021年第7期53-62,共10页Journal of Shaanxi Xueqian Normal University

摘　　要：本研究运用《情感与社会性个别测试量表》对陕西省24所幼儿园共计432名幼儿进行幼儿社会性发展水平的研究,结果显示:3-6岁幼儿社会性发展水平随年龄的增长不断提高,城乡差异显著;小中大班级同伴冲突情境下得分在性别和城乡上差异不显著,小班中班城乡幼儿社交回应策略差异不显著,大班城乡幼儿社交回应策略差异显著。总体来看,乡镇幼儿在社会性发展水平总得分及同伴冲突情境下的得分均低于城市幼儿,因此,我们应该重视乡村幼儿的社会性发展,从幼儿家庭、教师、幼儿在园一日生活等方面促进幼儿社会性发展水平的提高。This study uses the“Emotional and Social Individual Test Scale”to study the level of social development of children in 24 kindergartens in Shaanxi Province,and the results show that the level of social development of children aged 3-6 keeps increasing with age.There is a significant difference between urban and rural areas;there is no significant difference in gender and urban-rural scores in peer conflict situations in small,medium and large classes.There is no significant difference in social response strategies be-tween urban and rural children in small classes,and urban and rural children in large classes.On the whole,the scores of children in towns and villages in the social development level and peer conflict situations are lower than those in urban children.Therefore,we should pay attention to the social development of rural children,and we should improve the level of social development of children from family,teacher,children’s daily life,and children’s language ability.

关 键 词：幼儿社会性 同伴冲突 社交策略 

分 类 号：G610[文化科学—学前教育学]