An Exploration of Developmental Factors to Foster Emotional Suppleness in Transition to Elementary School Education

本研究探讨“情绪柔软性”在过渡到小学教育中的发展角色。11对儿童-母亲从婴儿期开始参与其他纵向研究，参加了本项目。“情绪柔顺”是指一种社会情绪应对行为，在情绪上将一种令人沮丧的情况转化为一种积极的方式，以表示游戏性。因此，人们认为情感的柔软性会对婴儿期和幼儿期母亲和孩子之间的游戏互动产生影响。然后，对参与儿童的母亲、幼儿园和小学教师进行社会情绪倾向问卷调查，观察儿童在家中与好朋友或父母一起解决问题时的情绪倾向。主要结果如下：在参与儿童的社会情感倾向的评价显示任何显着的相关性之间的母亲和学校教师。虽然母亲可能会看到情绪失控的“问题”，教师认为不太明显的表达消极。此外，与我们预期的早期游戏互动对积极的学校行为的影响相反，这种关系并不支持。这可能是为什么与母亲的嬉戏互动没有提供一个机会，在冲突的情况下，学校老师大多关注的情绪转换的经验。这些结果表明，家庭和学校环境之间的发展期望可能是不连续的，情绪柔软性的发展可能在适应这种生态转变中发挥重要作用。

This project explored a developmental role of "emotional suppleness" in transition to elementary school education. Eleven Child-Mother pairs who were participants in other longitudinal study from infancy were participated in this project. "Emotional suppleness" was here defined as a socio-emotional coping behavior to emotionally convert a frustrating situation into a positive fashion to denote playfulness. Therefore, it was expected that emotional suppleness would have a consequent influence of playful interactions between the mother and her child in infancy and young childhood. Then, mothers, and kindergarten and elementary school teachers of participant children were asked to fill a questionnaire on socio-emotional propensity, and the children were observed their emotionality in puzzle-solving with their good friend or parents in home. Main results were as follows: Evaluations of socio-emotional propensity in the participant children showed any significant correlations between the mothers and both school teachers. While mothers were likely to see emotionally ill-controllability as "problem", teachers regarded less discernible expressions negatively. Further, against our expectation of consequent influences of early playful interactions on positive school behaviors, the relationship was not supported. It may be why playful interactions with the mother do not offer an opportunity to have experiences as emotional switching in a conflict situation which school teachers mostly paid their attention. Those results suggested that there may be discontinuity of developmental expectations between home and school settings, and development of emotional suppleness may play an important role in adaptation to this ecological transition.