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

该项目探讨了“情感柔软性”在小学教育转型中的发展作用。从婴儿期起参与其他纵向研究的11对孩子-母亲参与了这一项目。“情绪柔韧”在这里被定义为一种社会-情绪应对行为，旨在将令人沮丧的情况在情感上转化为积极的方式，以表示玩耍。因此，在婴儿期和幼年时期，情绪的柔软性会对母亲和孩子之间的嬉戏互动产生相应的影响。然后，让参与儿童的母亲、幼儿园和小学教师填写一份关于社会情绪倾向的问卷，并观察儿童在家中与好朋友或父母解决难题时的情绪倾向。主要结果如下：对参与儿童的社会情绪倾向的评估表明，母亲和学校教师之间是否存在显著的相关性。虽然母亲们可能会将情绪失控视为“问题”，但老师们对辨别能力较差的表情持负面看法。此外，与我们预期早期玩耍互动会对积极的学校行为产生后续影响相反，这种关系没有得到支持。这可能就是为什么在学校老师大多关注的冲突情况下，与母亲的嬉戏互动不能提供一个经历情感转换的机会。这些结果表明，家庭和学校环境之间可能存在发展期望的不连续性，情感柔韧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.