Research on Senior Children's Disclosure Behavior of the Yi Nationality in China

Xiaohong Liu

doi:10.5539/ass.v10n16p201

Abstract

This study selected 57 infants, who were 5-6 years old and lived in Liangshan Yi Autonomous Prefecture, China, as research objects, using the event sampling observation approach to record children’s disclosure cases as original materials. The results demonstrate that: Chinese Yi senior children show disclosure behavior average 0.5 times per person per day; the content of disclosure behavior is always related to their own self-interests; the main motivation of senior children’s disclosure behavior is to ask for help; most disclosure cases happened in free and game background; there are significant gender difference of senior children’s disclosure behavior. In the end, the author analyzed the causes of these differences, and put forward some relevant suggestions according to the research results.

Highlights

Disclosing other children’s faults is a kind of interactive behavior between children and teachers when they believe their rights have been infringed by peers, or they found peers breaking the rules or teachers’ requirements and expectations with the goal of stopping or changing their peers’ behaviors (Liu, 1999)
The results demonstrate that: Chinese Yi senior children show disclosure behavior average 0.5 times per person per day; the content of disclosure behavior is always related to their own self-interests; the main motivation of senior children’s disclosure behavior is to ask for help; most disclosure cases happened in free and game background; there are significant gender difference of senior children’s disclosure behavior
It has been reported that about 60% of kids will disclose peers’ faults to teachers when they think they broke the rule or infringed their rights, some of them show 5 times of disclosure behavior per day (Early Childhood Education BBS of Shandong, 2007)

Summary

Introduction

Disclosing other children’s faults is a kind of interactive behavior between children and teachers when they believe their rights have been infringed by peers, or they found peers breaking the rules or teachers’ requirements and expectations with the goal of stopping or changing their peers’ behaviors (Liu, 1999). In order to strength researches in this area, the study intends to reveal the main substance, motivation and occurring context of senior children’s disclosure behavior by observing and recording cases of tattling, and to discuss whether or not motivation or gender differences exists. In this way, the author aim to promote teachers better understanding of the Yi children’s disclosure behavior and dealing with it more effectively

Methods

Results

Conclusion