幼儿社会性行为的观察与引导研究

摘  要：幼儿社会性行为的发展对其人格塑造和适应能力具有重要意义，但当前相关研究在实际引导策略方面仍显不足。本研究旨在通过系统观察与科学引导，探索促进幼儿社会性行为发展的有效路径。研究选取了3至6岁幼儿作为研究对象，采用定性与定量相结合的方法，包括自然情境下的行为观察、问卷调查以及实验干预。通过对幼儿合作、分享、冲突解决等典型社会性行为的深入分析，发现环境创设、同伴互动及教师引导对幼儿社会性行为发展具有显著影响。研究创新性地提出了一套基于生态理论的引导框架，强调家庭、幼儿园和社会三方协同作用，并设计了针对性的干预方案。结果表明，该框架能够显著提升幼儿的社会交往能力和情感调节水平，为学前教育实践提供了理论支持与操作指南，同时为未来相关研究奠定了基础。

关键词：幼儿社会性行为；生态理论引导框架；合作与分享行为


Abstract：The development of social behaviors in young children plays a crucial role in personality formation and adaptability, yet existing research remains insufficient in terms of practical guidance strategies. This study aims to explore effective approaches to promoting the development of social behaviors in young children through systematic observation and scientific guidance. Children aged 3 to 6 were selected as research participants, and a mixed-methods approach was employed, including behavioral observation in natural settings, questionnaire surveys, and experimental interventions. Through an in-depth analysis of typical social behaviors such as cooperation, sharing, and conflict resolution, it was found that environmental design, peer interaction, and teacher guidance significantly influence the development of social behaviors in young children. Innovatively, this study proposes a guiding fr amework based on ecological theory, emphasizing the collaborative roles of family, kindergarten, and society, while designing targeted intervention programs. The results indicate that this fr amework can substantially enhance young children's social interaction skills and emotional regulation abilities, providing theoretical support and operational guidelines for early childhood education practices. Moreover, it lays a foundation for future related research.

Keywords: Young Children's Social Behavior；Ecological Theory Guided fr amework；Cooperative And Sharing Behaviors
目  录
引言 1
一、幼儿社会性行为的理论基础 1
(一)社会性行为的核心概念 1
(二)理论框架与研究意义 2
(三)观察与引导的研究背景 2
二、幼儿社会性行为的观察方法 3
(一)行为观察的基本原则 3
(二)具体观察工具的设计与应用 3
(三)数据收集与分析的技术路径 4
三、幼儿社会性行为的引导策略 4
(一)引导策略的理论依据 4
(二)不同场景下的引导实践 5
(三)引导效果的评估标准 5
四、幼儿社会性行为的影响因素分析 6
(一)家庭环境对行为的影响 6
(二)教育机构的角色与作用 6
(三)同伴关系的促进与制约 6
结论 7
参考文献 8
致谢 8