Child care teachers' strategies in children's socialization of emotion
Child care teachers' strategies in children's socialization of emotion
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DOI：
10.1080/0300443042000230320
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发表时间：
2005-01-01
影响因子：
1.4
通讯作者：
Ahn, Hey Jun
中科院分区：
文献类型：
--
作者：
Ahn, Hey Jun
本研究在三个幼儿中心进行了一项观察性研究，考察教师的情绪社会化策略。对数据的定性分析表明，托儿中心的教师对儿童的情绪表达采取了不同的策略。教师通过言语强化明确表达了对积极情绪的偏好。他们不仅鼓励孩子们微笑、大笑和寻求爱的行为，而且还鼓励他们对其他孩子的同理心。这项研究中的老师还指导孩子们建设性的情感表达方式。对儿童情绪表达的消极反应表明，一些教师的情绪社会化实践需要改进。本文提出了一项注重培养情感能力的教师培训计划的含义。
An observational study was conducted to examine teachers' emotional socialization strategies in three child care centers. Qualitative analysis of the data suggests that teachers in child care centers respond to children's emotional expressions with various strategies. Teachers clearly expressed a preference for positive emotion through verbal reinforcement. They encouraged not only children's smiles, laughter and affection-seeking behaviors, but also their empathy toward other children. The teachers in the current study also instruct children about constructive ways of expressing emotion. Negative responses to children's emotional expressions imply that some teachers' emotional socialization practices need to be improved. The implications of a teacher-training program focusing on facilitating emotional competence are suggested.