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《Chinese Journal of Applied Psychology》 2014-01
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Mixed-Age Education can Accelerate Children's Helping Behavior:An Evidence from One Longitudinal Research

LI Zhan-xing;NIU Yu-bai;HU Ying;Department of psychology,Zhejiang sci-tech university;Hangzhou infant normal school kindergarten subsidiary;  
Mixed-age education is a special education model which places children of different ages or different development levels in one class in order to promote the progress of their cognition and socialization.To examine the effect of mixed-age education on children's helping behavior from an empirical perspective,we adopted a longitudinal method and tracked40 children separately coming from mixed-age classes and same-age classes.By setting different situations and different objects in need of help,we compared their grades of helping behavior and the changes between pretest and posttest.Results showed that there was no significant context effect for children's helping behavior,however,in the posttest the older children in the mixed-age education mode were more likely to help the younger children than that in the same-age education mode.Differences analysis between pretest and posttest showed that mixed-age education mode could significantly accelerate children's development of helping behavior.Further examination indicated the advance of helping behavior for children in mixed-age education was significant only when they faced with young children.Hence,it is concluded that the mixed-age education mode could improve children's helping behavior better than the same-age education mode,and this effect was especially significant when they faced with the young companions.
【Fund】： 浙江省教育科学规划课题“混龄教育对幼儿亲社会行为的影响”(编号:SCG-249)中的一部分
【CateGory Index】： B844.1
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