幼儿同伴关系与情绪理解能力关系的研究

A Research on Peer Relationship and the Development of Children's Emotion Understanding

以天津某幼儿园大班58名幼儿为被试,采用四种情绪理解任务测查幼儿的情绪理解能力,并采用同伴提名法测查幼儿的被接纳和被关注程度。通过对五种同伴关系类型的幼儿在四种情绪理解任务上的差异研究,考察同伴关系与情绪理解的关系。结果表明:受欢迎型幼儿在四种情绪理解任务上的表现显著高于被拒绝、被忽视和矛盾型幼儿;幼儿受同伴接纳程度与其情绪理解能力呈显著正相关,而与被同伴关注程度相关不显著;同伴接纳程度对幼儿的情绪理解能力具有预测作用。

A sample of 58 children with an average age 6 from a kindergarten in Tanjin participated in the investigation. Peer nomination was used to measure the extent of children＇s acceptance and attention. The result indicated that popular children did better than rejected children, neglected children and controversial children in the tasks of emotion understanding; children＇s peer relationship and emotion understanding were correlated significantly; children＇ s peer acceptance significantly predicted the variance of their ability of emotion understanding.