How to Foster Toddlers' Mental-State Talk, Emotion Understanding, and Prosocial Behavior: A Conversation-Based Intervention at Nursery School
How to Foster Toddlers' Mental-State Talk, Emotion Understanding, and Prosocial Behavior: A Conversation-Based Intervention at Nursery School
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DOI：
10.1111/infa.12107
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发表时间：
2016-03-01
期刊：
影响因子：
2.6
通讯作者：
Brazzelli, Elisa
中科院分区：
文献类型：
--
作者：
Grazzani, Ilaria;Ornaghi, Veronica;Brazzelli, Elisa
近年来，制定并实施了一系列旨在提高儿童社会情感技能的培训计划。然而，很少有针对上幼儿园的幼儿进行的研究。在这项研究中，我们采用观察和实验范式来检验基于与 2 至 3 岁儿童小组进行情绪交谈的干预措施的有效性。该干预措施旨在促进幼儿的心理状态谈话、情绪理解（EU）和亲社会行为。训练组在心理状态语言的使用方面显着优于对照组，特别是在情绪状态词汇、EU 和对同伴的亲社会行为方面。还存在显着的 GroupxAge 互动，年长的训练组参与者在欧盟表现出比年轻的参与者更大的收益。我们讨论这些发现的理论和实践意义。
Recent years have seen the development and implementation of a range of training programs aimed at improving children's socio-emotional skills. Nevertheless, few studies have been conducted with toddlers attending nursery school. In this study, we adopted observational and experimental paradigms to examine the efficacy of an intervention based on conversing about emotions with small groups of 2- to 3-year-old children. The intervention was designed to promote toddlers' mental-state talk, emotion understanding (EU), and prosocial behavior. The training group significantly outperformed the control group in the use of mental-state language, especially emotional-state lexicon, EU, and prosocial behavior toward peers. There was also a significant GroupxAge interaction, with the older training group participants displaying greater gains in EU than the younger ones. We discuss the theoretical and practical implications of these findings.