The Effect of Mixed-age Game Activities on Preschool Children's Prosocial Behavior

Abstract

This study focuses on the impact of mixed-age play activities on preschool children's prosocial behaviors. In response to the limitations of same-age grouping and the challenges in children's social development, it is supported by Vygotsky's "Zone of Proximal Development" and Bandura's social learning theory. Through literature review and case analysis, it compares the differences between same-age and mixed-age play. The research finds that mixed-age play enhances children's self-efficacy in prosocial behaviors through mixed-age feedback, promotes the acquisition of prosocial cultural tools, and facilitates self-monitoring and adjustment of prosocial behaviors, thus having unique value in fostering prosocial behaviors. Four implementation strategies are proposed: designing activities based on stratified goals and cooperative tasks, establishing a role guidance mechanism that leverages the leadership of older children and the empowerment of younger ones, creating a safe and inclusive interactive environment, and adopting a process-oriented growth evaluation. The study has limitations, such as a single sample and not considering external interference factors. Future research should be optimized by expanding the sample and combining mixed research methods to provide references for mixed-age play practices in kindergartens and the cultivation of prosocial behaviors.