建构亲密与控制情绪:幼儿教师的情感劳动研究--以北京市3所幼儿园的田野调查为例

Constructing Intimacy and Managing Emotions: A Study of the Emotional Labor among Preschool Teachers Based on Field Research in 3 Kindergartens in Beijing

儿童抚育从家庭领域走向公共领域,由此诞生了照料和教育儿童的专门职业--幼儿教师。本研究关注幼儿教师职业群体,基于田野调查与访谈,从情感劳动理论视角对其劳动过程进行研究。研究发现,幼儿教师的情感规则包括两方面:一方面,作为照料者,他们被期待付出"像妈妈一样的爱",与幼儿建立起亲密情感联结,并对其进行无微不至的照顾;另一方面,作为教育者,他们需要遵循"温柔而坚定"的情感规则,管理负面情绪的表达,并选择合适的互动方式实现教育目的。本文还讨论了幼儿教师在情感劳动的实践中面临的不同情境以及应对策略,包括工作环境的压力与限制、教师与家长之间部分理念与行为相互冲突背后隐含的期待,分析了园所类型可能对幼儿教师情感劳动产生的影响。

As childrearing transfers from family sphere to public sphere,a professionalized occupation of child care and education,namely preschool teacher,has emerged. This study focuses on the occupational group of preschool teachers. Through the participatory observation of the everyday work of and interviews with preschool teachers,this study explores their work from the theoretical perspective of emotional labor. The findings show that the feeling rules of preschool teachers are twofold. On the one hand,as caregivers,they are expected to provide "mother-like love",to establish intimate bonds with children,and to give meticulous care. On the other hand,as educators,they are required to be"gentle and firm",to manage negative emotional expression,and to achieve educational purposes via appropriate interaction. This paper further discusses the dilemmas and strategies in its practice,including the pressure and constraint of workplace and the conflicting expectations between parents and teachers,in which institutional factors might affect their practice of emotional labor.