Influence of Young Children's Life Experiences on Distracting Behaviors: An Example of a Shadowing Teaching Activity

Dinglin Chen

doi:10.62051/ijsspa.v5n3.34

Authors

Dinglin Chen

DOI:

https://doi.org/10.62051/ijsspa.v5n3.34

Keywords:

Life Experiences, Distracting Behavior, Shadowing Activities, Young Children

Abstract

This paper investigates the effect of whether young children have life experience on inhibiting distracted behavior from the perspective of micro scientific collective teaching activities. In this work, Self-administered young children's shadow experience questionnaire was used to distinguish the experimental and control groups through conversation, and the attention level observation recording form and operational definition of distracting behavior were used to conduct experiments on 18 young children in a kindergarten in one kindergarten of city T. T-tests of the experimental data were carried out using SPSS22.0. Under the premise of controlling age, activity plan and other variables, different groups of samples for the number of distracting behaviors all do not show significance (p>0.05), meaning that different groups of samples for the number of distracting behaviors all show consistency, and there is no difference. In conclusion, the samples of different groups do not show significant differences in the number of distracting behaviors. The results indicate the presence or absence of life experience in young children does not have a significant effect on distracting behaviors.

Downloads

Download data is not yet available.

References

[1] Qiu, S. L., Gao, F. Y., Tian, L., Liu, Y. P., & Mo, S. L. (2015) Quality of teacher-student dialogic communication and the development of young children's mental state comprehension. Research on Preschool Education., 10: 24-31.

[2] Betts, J. K., Mckay, J., Maruff, P., Anderson, V. J. C. N. (2006) The Development of Sustained Attention in Children: the Effect of Age and Task Load., Child Neuropsychology, 12: 205 - 221.

[3] Rabiner, D. L., Carrig, M. M., Dodge, K. A. (2016) Attention Problems and Academic Achievement: Do Persistent and Earlier-Emerging Problems Have More Adverse Long-Term Effects? Journal of Attention Disorders, 20(11), 946-957.

[4] Ju, Q. X. (2018). Approaching young children, entering the game--Talking about the problems and solution strategies found by teachers in young children's games. Talent. (28), 183.

[5] Ma, L. (2021). Kindergarten language activities and the development of learning quality in older children. Research on Preschool Education. (09), 87-90.

[6] Liu, G. Q. (2014). A review of research on television exposure and attention problems. Psychological Technology and Applications. (01), 11-15.

[7] Jiang, L., Wang. (2003). Connotation and management of children's environmental decoration in kindergarten. Research on Preschool Education. (12), 47-49.

[8] Wang, X. P. (2008). Paving the way for teaching music in kindergarten. Research on Preschool Education. (04), 46-49.

[9] Zhu, N. Z. (2011). Preparation of Early Childhood Teachers Before Conducting Early Reading Activities. Research on Preschool Education. (10), 67-69.

[10] Cheng, J. (2022). Pre-school education is not school education--Reflection on the "primaryization" of pre-school education. Educational Research and Experimentation. (04), 44-50.

[11] Gu, H. Y. (2010). The source of generative curriculum is focusing on young children. Shanghai Educational Research. (11), 90-91.

[12] Yang, X. P., Han, Y. Y. (2024). The basic meaning, generative mechanism, and educational implications of complete experience. J. Research on Preschool Education. (05), 71-77.

[13] Jiang, H. J. (2018). Strategies for developing creative finger play activities in kindergartens. Research on Preschool Education. (05), 61-63.

[14] He, L., Yang., Guo W. (2005). An experimental study of the effect of spacing on prospective memory of elementary school students under distractor attention conditions. Psychological Science. (02), 311-313.

[15] Cheng, Z., Zhou, T. (2008). Instructional media design based on cognitive load theory. Modern Educational Technology. (11), 50-52+41.

[16] Yang, L., Geng, D., Liu, M. X., Zhang, X. L. (2019). The development of sustained attention in 4 to 6-year-olds: Evidence based on time course. Research in Preschool Education. (02), 48-56.