亲子情绪言谈方式对4-5岁幼儿情绪理解的影响

An Empirical Study on Influences of Parent-child Emotional Talk on Emotional Understanding of Children Aged 4-5 Years based on Picture Book Co-reading

良好的情绪理解是幼儿学习社会适应行为的基础。采用准实验法选取某市41名4-5岁幼儿作为实验对象,将其分为亲子情绪言谈组和亲子自由阅读组。实验通过选取高兴、生气、难过、害怕四个情绪主题的绘本进行为期13周的亲子情绪绘本共读活动。其中,亲子情绪言谈方式为自变量,幼儿情绪理解为因变量。研究表明:亲子情绪言谈技巧的使用可以促进幼儿情绪理解的整体发展;亲子情绪言谈技巧对幼儿情绪理解在辨识情绪的外在原因等5个维度上具有促进作用;亲子情绪言谈技巧对幼儿情绪理解在基于欲求的情绪等3个维度上影响不显著。

Good emotional understanding is the basis for children to learn social adaptation behavior.In the study 41 children aged 4-5 years were selected as experimental group and control group by quasi-experimental method,and the picture books of happy,angry,sad and afraid were selected for 13 weeks.Among them,parent-child emotional speech is independent variable,and children's emotion is understood as dependent variable.The results show that Parent-child emotional speech reading skills can promote the overall development of children’s emotional understanding;Parent-child emotional speech reading skills can promote children’s emotional understanding in the identification of emotional external reasons and other five dimensions;Parent-child feelings The introduction of co-reading skills has no significant effect on children’s emotional understanding in three dimensions,such as desire-based emotion.According to the results,the study has put forward relevant educational suggestions.