The Emotionally Intelligent Early Childhood Educator: Self-Reflective Journaling
The Emotionally Intelligent Early Childhood Educator: Self-Reflective Journaling
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高情商的幼儿教育者：自我反思日记
DOI：
10.1007/s10643-005-0014-6
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发表时间：
2005
影响因子：
2.7
通讯作者：
J. Kremenitzer
中科院分区：
文献类型：
--
作者：
J. Kremenitzer
目前对教育的兴趣是越来越多的人意识到，儿童社会和情感技能的发展对于课堂上的学术知识基础至关重要。幼儿教育工作者是幼儿社会情感发展的有力培育者。因此，重要的是要促使幼儿教师，特别是资深教师，更仔细地审视自己的社会和情感技能，并通过情商“透镜”系统地重新评估这些技能。情绪智力领域是一个新的和令人兴奋的学术研究领域，它从以下四个方面研究情绪能力：（1）感知技能;（2）访问技能;（3）理解技能;（4）调节技能。本文提出了一个用户友好的方法来评估和提高教师的情绪智力能力，从而影响他们所教的幼儿的能力。
A current interest in education is the growing awareness that the development of social and emotional skills in children is critical for the foundation of academic knowledge in the classroom. The early childhood educator is in a position to be a powerful nurturer of the social emotional development in young children. It is important, therefore, to challenge early childhood teachers, particularly veteran teachers, to take a closer look at their own social and emotional skills and to systematically reassess these skills through an emotionally intelligent “lens”. The field of emotional intelligence is a new and exciting area of academic research that looks at emotional abilities within the following four domains: (1) perception skills; (2) accessing skills; (3) understanding skills; and (4) regulation skills. This article presents a userfriendly methodology to assess and enhance the emotional intelligence abilities of teachers, and thereby impact the abilities of the young children they teach.