Key words: drama situation, social cognition, parent-child relationship, peer relationship
In recent years, with the promulgation of pre-school education-related bills and the state's emphasis on pre-school education disciplines, pre-school education majors have attracted more and more attention from all walks of life, and colleges and universities have paid more and more attention to the education of pre-school children. The level of cognitive development in early childhood is relatively low, with abstract logical thinking as the mainstay and gradual transition to concrete image thinking. In the process of development, prosocial behavior is also developing. As independent individuals, children's prosocial behavior is mainly manifested in social cognition, parent-child relationship, peer relationship and so on.
With the continuous updating and changes of preschool education curriculum, teaching content and teaching methods, I think drama, an ancient art form, can also be introduced into the teaching field of preschool education as a new teaching form, which can exert a positive influence on preschool education by using the situational nature of drama itself, and this influence can be manifested through various prosocial behaviors of children.
First, the situational nature of drama has a positive impact on children's social cognitive ability.
Drama is a comprehensive art that combines music, dance, art, sculpture and other artistic means. The theme, thought, emotion and implication of drama can be expressed through different artistic situations. The psychological activities and cognition of characters are restricted by the situation, and actions can be used as the external expression means of psychological activities, which are all based on the situation. The situation of drama links the characters in drama with contradictions and conflicts, and better expresses the theme of drama through the situation.
Children aged 3-6 are in the stage of rapid growth and development, and their intelligence, memory and thinking ability are relatively low. Moreover, various functions of the body have not yet developed, and the thinking ability needs to be improved. At the same time, their perception and cognitive ability to society is insufficient. The difference of children's gender and age will inevitably lead to different levels of cognition of each child's world outlook and outlook on life.
For example, some children are born with feelings for music, and when they perceive different melodies and rhythms, they will respond quickly. Some children have a feeling for colors, and when they see different shades of colors, their emotions will fluctuate. For the ancient drama art, children can accept and understand drama works with positive and distinct themes and healthy progress, and some reasonable factors in such works are also conducive to the healthy growth of children.
We present drama works that are in line with children's age characteristics, psychological characteristics and cultural cognition and can arouse their interest to children. Children can intuitively understand the characters and various contradictions and conflicts in drama works through colorful and varied performances, and children will form their own views and opinions. When he likes a character image and a plot in the play, he will show a kind and positive state; If he hates a scene, a scene, etc. He will integrate himself into the drama situation and experience the thoughts and feelings that the creator wants to convey. The thoughts and feelings of drama are experienced and accepted by children, and gradually integrated into their conscious memory. Therefore, the situational nature of drama has a subtle influence on the improvement of children's own development level, thus promoting the improvement of children's social cognitive ability.
Secondly, the drama situation has a positive impact on the parent-child relationship of children.
Children's social cognitive ability also plays a vital role in the cultivation of parent-child relationship and the formation and development of peer relationship in early childhood. The situational nature of drama can be manifested in the interaction between different characters, that is, the characters in drama can be expressed through contradictions and conflicts in drama, while simple structure, simple language and distinctive actions can show the situational nature of drama. The structure is typical and clear, and the plot is vivid and attractive, which can keep children immersed in it; The language is easy to understand, action-oriented and interesting, and it is more vivid in expressing the conflict in dramatic situations, which is conducive to capturing and maintaining children's attention. In the education of children, we can make full use of the situational nature of drama.
The parent-child relationship in early childhood is an important part of children's prosocial behavior. Children are the first to contact their parents. Whether it is social cognition or interpersonal communication, early parent-child experience plays a vital role in children's future development. The object of drama is the public. For parents, they can learn appropriate factors from drama and integrate them into their own education of young children.
For example, through the development of educational drama situations, parents can understand the different influences of different parenting styles on their children, as well as the behavior patterns in different situations, and then choose a good education method suitable for their own development characteristics. Because children's cognitive ability is limited, parents can set an example for their children, so that children can learn to treat people in the process of parents' guidance under specified circumstances, thus promoting the acquisition and development of social behavior. Children will gain positive factors by watching interesting plays suitable for their age characteristics. For example, the play shows that children listen to their mothers, give up unreasonable demands and consciously accept their mothers' education. When children encounter similar situations in real daily life, they will recall past experiences and emerge the scene at that time. They will have a tendency to listen to their mother, give up unreasonable demands and accept their mother's education. Through such situational education, children's conscious memory can be gradually deepened and a harmonious relationship between children and parents can be established.
Thirdly, the positive influence of drama situation on children's peer relationship.
The most important aspect of art is to express profound and meaningful situations, which can stimulate people's interest. As a comprehensive art form, drama also has its fascinating situational purport, which can attract the attention of the audience. Children have a strong curiosity and thirst for knowledge, and pay more attention to new and different stimuli. When the drama is presented to children, children will focus on the drama, so they will quickly integrate into the situation. Children's prosocial behavior often occurs in their spare time, and peer relationship is an important aspect of prosocial behavior. When children move freely, their communication objects tend to be peers, and their abilities and interests are close, while their relationship with teachers is like authority and obedience, which makes it easier for children and peers to have prosocial behaviors.
The situational nature of drama can create environmental conditions for children. When they see the interaction between peers in drama, children will also have a tendency to need peers. The distinctive drama theme not only plays an educational role for children, but also helps children to rationally adjust interpersonal relationships and promote the good development of peer relations. In my opinion, we can exert the positive influence of drama situation on children's peer relationship from the following aspects.
1. Organize children's peers to perform situational performances through drama. Games are children's favorite activities, and displaying drama in the form of games can achieve better results. Drama can provide behavioral guidance for children. Kong Rong Jean Pear is widely circulated, which provides a good example for children. Similar situations can be created in life, so that children can play a role, cultivate their ability to solve problems independently and reasonably, and let them experience the meaning of humility. Through situational expression, children will deeply understand the significance of peer existence, and then promote the prosocial behavior of children's peers.
2. Use drama situations to arouse the resonance of children's peers. In the process of continuous interaction with peers, children will understand the needs and viewpoints of others, compare with their own, and constantly correct unreasonable factors in their own behavior. Strengthening the communication between peers, through various situational activities, can make children imitate and learn from each other in life, study and play, thus arousing the resonance of prosocial behavior of children's peers and promoting the occurrence and development of prosocial behavior.
3. Create a pleasant environment. We should adhere to the principle of children's happiness first and give education in games. A warm and happy environment is more conducive to children's learning behavior. Children will be immersed in the drama that suits their interests and enjoy the happiness brought by the drama. Preschool educators can reproduce the drama situations that can make children feel happy and positive in real life, so that children can enjoy that kind of happiness, warmth and harmony. This atmosphere is conducive to promoting communication between children and more conducive to the occurrence of prosocial behaviors of children.
Drama situation has a positive influence on children's prosocial behavior. Rational use of situations can continuously promote the formation and development of children's social behavior.
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