幼儿社会性的培养及提高在孩子身心全面发展的过程中占重要地位，而5-6岁正是幼小的衔接点，也是幼儿社会性发展的一个关键年龄点。社会性发展中包括的社会适应能力、社会规则意识、良好人际关系等方面对幼儿身心健康具有重要的影响意义。亲子体育游戏是幼儿与家长参与体育运动的一种方式，它的开展有效的促进且激发了幼儿与家长共同运动的兴趣，增强身体素质的同时也奠定了对幼儿体育品德培养的基础。目前来看，众多学者对幼儿社会性发展的研究仍愈出不穷，但在幼儿社会性发展与体育游戏或亲子体育游戏相结合的相关领域研究寥若晨星。因此，本文旨在探究亲子体育游戏对幼儿社会性的影响，以期为幼儿社会性发展及全面发展提供理论与实践参考。本文采用问卷调查法对星星和智阳幼儿园69名5-6岁无特殊疾病的幼儿进行问卷测试，以幼儿园教师协助的方式让参与实验幼儿的家长填写儿童社会性发展量表（儿童社会性发展问卷采用的是北京师范大学心理学研究所陈会昌教授编制的《3-9岁儿童社会性发展量表》）。并且通过实验法对划分好的34名实验组幼儿进行亲子体育游戏实验干预，最后运用SPSS与Excel软件对调查数据进行数理分析（均值分析、独立样本T检验、配对样本T检验等（P≤0.05表示具有统计学差异））。进而探究幼儿亲子体育游戏对5-6岁幼儿社会性发展的影响，包括其影响是否存在年龄和性别差异。根据实验组和对照组在干预前幼儿的社会性发展各维度（均值）在实验前无显著性差异；男孩与女孩的得分数据除意志外其他维度无显著性差异（意志T值-2.52，P值＜0.05）；5、6岁幼儿社会性发展各维度P值均>0.05；实验干预后，实验组与对照组幼儿的社会性发展得分除侵犯性维度(T值为0.90，P值>0.05）与干预前相比差异无统计学意义外，其余维度得分均高于干预前；实验组幼儿社会性发展水平均高于对照组幼儿的社会性发展水平；男孩和女孩各维度得分均有所提高等研究结果得出以下结论：

1.5-6岁幼儿在实验干预前社会性发展整体为中等水平，经游戏干预后的幼儿社会性发展总分及除生活习惯维度以外的其他各维度得分较干预前均有所提高，其发展水平也达到较好水平。对照组中幼儿各维度得分虽也出现增长情况，但与实验组得分相比仍低于实验组，说明亲子体育类体育游戏的促进效果要优于一般体育游戏。因此，亲子体育类游戏可以促进5-6岁幼儿的社会性发展。

2.亲子体育类游戏干预后男孩和女孩各维度得分均有所提高，但从具体均值来看女幼儿各维度总体得分比男幼儿稍高，女幼儿社会性发展水平较男幼儿稍好。通过组内比较，亲子体育类游戏的开展对男女幼儿的社会性发展都有显著性的影响，所以亲子体育类游戏对5-6岁幼儿社会性的影响不存在性别差异。

3.6岁幼儿社会性发展各维度整体得分比5岁幼儿稍高，大年龄的幼儿社会性发展水平较小一年龄的幼儿稍好。

根据结论得出以下建议：

1.提高幼儿教师、家长及社会各界对幼儿社会性发展的认识，引导重视亲子体育游戏在幼儿社会性发展及成长过程中的价值。

2.幼儿园园长、教师与体智能教师之间加强协作，以生为本，为幼儿创设优适的成长学习环境及适宜的亲子体育游戏。

3.幼儿教师要坚持以身作则，充分引导，时刻注意幼儿的安全问题，防止意外的发生。

The cultivation and improvement of children's sociality plays an important role in the process of children's overall physical and mental development, and 5-6 years old is the connection point of childhood, and also a key age point of children's social development. Social development, including social adaptability, awareness of social rules, good interpersonal relationships and other aspects, has an important impact on children's physical and mental health.Parent-child sports game is a way for children and parents to participate in sports, which effectively promotes and stimulates the interest of children and parents in sports, enhances physical fitness and lays the foundation for the cultivation of children's sports morality. At present, many scholars' research on children's social development is still more and more, but there are few studies on the combination of children's social development and sports games or parent-child sports games.Therefore, this paper aims to explore the influence of parent-child sports games on children's sociality,in order to provide theoretical and practical reference for children's social development and all-round development.A Questionnaire survey was conducted among 69 children aged 5 to 6 years old in Xingxing and Zhiyang kindergartens without special diseases. With the help of kindergarten teachers, the parents of the children who participated in the experiment were asked to fill in the Children's Social Development Scale (the Children's Social Development Scale for 3-9 Years Old Children compiled by Professor Chen Huichang, Institute of Psychology, Beijing Normal University).And through the experimental method to divide the good 34 experimental group children parent-child sports game experimental intervention, finally using SPSS and Excel software on the survey data for mathematical analysis (mean analysis, independent sample T test, paired sample T test (P ≤ 0.05 means with statistical differences)). Then explore the impact of parent-child sports games on the social development of children aged 5-6, including whether there are age and gender differences in its impact. According to the results of the study, There was no significant difference between the experimental group and the control group in the dimensions of children's social development before the intervention; There was no significant difference between boys and girls except for volition (T = -2.52, P < 0.05); All dimensions of social development of 5 and 6 years old children had P value > 0.05;After the intervention, the scores of social development of the children in the experimental group and the control group were higher than those before the intervention, except for the score of aggression (T = 0.903, P > 0.05); The social development level of the experimental group was higher than that of the control group; The scores of boys and girls were improved;the following conclusions are drawn:

1.5 to 6 years old children in front of the experimental intervention to the social development for the medium level,After the game score after the intervention of children's social development and other dimension scores except lifestyle dimensions were improved, compared with before,Its development level also achieve a good level.Children in control group each dimension score is also rising, but still lower than that of the experimental group compared with the experimental group score.Therefore, the parent-child sports games can promote the social development of 5-6 years old children.

2. Parent-child sports games after the intervention boys and girls each dimension scores improved,But the overall score from the specific average female children all dimensions a little higher than male children, female children socially in development levels are male children better.Through the comparison in the group, the development of Parent-child sports game for young children's social development, men and women have a significant impact,So the Parent-child sports game on 5-6 years old children's social influence there is no gender difference.

3.6 years old children socially in development in each dimension overall score a little higher than 5 years old children, big age the children socially in development level of a small age of children better.

According to the conclusion the following Suggestions:

1. Improve the preschool teachers, parents and the social from all walks of life to the children socially in development of understanding,Guide attaches great importance to the Parent-child sports game in the children's social development and the value in the process of growth.

2.The kindergarten, strengthen the collaboration between teachers and body intelligence, to be born,For the growth of the children to create optimal optimal learning environment and appropriate Parent-child sports game.

3.Early childhood teachers should adhere to lead by example, fully guided, attention to children's safety, prevent the happening of the accident.