学前儿童互惠行为的发展、影响因素及教育启示

发布时间：2018-05-03 22:16

本文选题：互惠 + 亲社会行为　；参考：《学前教育研究》2017年07期

【摘要】：个体对感知到的善良与不善良行为的反应被称之为互惠。进化心理学研究者认为互惠是由进化而来的,可能是某种生物基因决定了个体的互惠行为,但这一假说目前没有得到广泛的验证。社会交换理论中的规则内化说与社会偏好模型被研究者们广泛接纳,并采用了不同的研究范式进行探讨。已有研究表明,4~5岁是学前儿童互惠行为发展的重要时期,对其构建良好的同伴关系以及亲社会性的发展均有重大意义。个体的互惠行为受到了个体自身与环境相互作用的影响,因此有必要重视个体、家庭与文化环境三方面因素对学前儿童互惠行为发展的作用。成人应重视培养学前儿童积极的心理品质,建立友善的教育环境,宣扬优秀传统文化,以此促进儿童包括互惠行为在内的亲社会性发展。
[Abstract]:The response of individuals to perceived kindness and unkind behavior is called reciprocity. Evolutionary psychology researchers think that reciprocity is derived from evolution, possibly a certain biological gene determines the individual's reciprocal behavior, but this hypothesis has not been widely verified at present. The rule of rule internalization and social preference model in social exchange theory The research has been widely accepted and studied with different research paradigms. Previous studies have shown that 4~5 years old is an important period for the development of preschool children's reciprocal behavior. It has great significance for the development of good peer relationship and pro social development. The reciprocal behavior of individual is influenced by the interaction of individual and environment. Therefore, it is necessary to pay attention to the role of the three factors of individual, family and cultural environment on the development of reciprocal behavior for preschool children. Adults should attach importance to the cultivation of positive psychological quality of preschool children, establish friendly educational environment and promote excellent traditional culture in order to promote children's Pro social development, including mutual benefit behavior.

【作者单位】：辽宁师范大学心理学院;浙江丽水学院幼儿师范学院;
【基金】：国家哲学社会科学基金重大项目(编号:14ZDB161) 教育部博士生导师基金项目(编号:20132136110004);教育部人文社会科学研究规划基金一般项目(编号:15YJA190004)
【分类号】：G610

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