3～5岁幼儿在不同情境中情绪表达规则认知差异的研究

On Differences of Emotional Display Rules Cognition of 3-5-year-old Children in Different Emotional Situations

本研究选取了101名3～5岁幼儿，考察年龄、情绪情境和人际关系背景等对幼儿情绪袁达规则认知的影响。结果显示，幼儿在3岁时开始认识到外部表情和真实情绪的区别；4岁时情绪表达规则认知能力迅速发展；在早期，幼儿进行情绪调节的目的以自我保护目标为主，随着年龄增长而日渐趋向社会定向目标；幼儿对伤心情绪表达规则的理解相对较好，情绪表达更符合社会期望，而在生气情境中表现得更自我中心：当好朋友在场时．幼儿的情绪调节更有效，尤其是在高兴和伤心情境中，其外部情绪表现更符合社会期望。为促进幼儿情绪表达规则认知能力的发展，成人要注意培养幼儿的同理心，促进其交往能力的发展；抓住4岁这个关键期，培养幼儿的情绪调节能力；引导幼儿合理宣泄和调节生气情绪：为幼儿创造和谐的情绪环境。

The researchers chose 101 children of 3-5 relation upon their cognition of emotional display rules to observe the influence of age, emotional situation and interpersonal Results indicated that children started to differentiate displayed and real emotions at 3; emotional display rules cognition developed rapidly at 4; preschool children＇s purpose for emotion adjustment was self-protection and it tended to be more socially oriented with increase of age; children had a better understanding of sadness display rules and their emotional display was more compatible with social expectations while they tended to be more self- centered when angry; with presence of friends, children＇s emotional adjustment was more effective, especially in happy and sad situations. In order to promote children＇s development in cognition of emotion display rules, adults should foster children＇s empathy for better social development; they should development children＇s emotional adjustment ability at the critical age of 4; guide children in reasonable release and adjustment of negative emotion and create a harmonious emotional environment for them.