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目的了解3~5岁混龄和同龄班儿童情绪调节能力的发展特点,为促进儿童情绪社会性的发展提供依据。方法选取北京师范大学实验幼儿园望京分园3~5岁儿童214名为被试,其中混龄班儿童86人,同龄班儿童128人。教师和家长分别填写情绪调节量表(ERC),共同对儿童的情绪调节能力进行评定。结果在教师评定的儿童情绪调节不稳定性和调节性上,3岁混龄班儿童比同龄班儿童情绪更稳定,5岁混龄班儿童比同龄班儿童情绪调节性更好。而且在混龄班中,5岁儿童比4岁儿童情绪更稳定,比3岁儿童有更好的情绪调节性,但是在同龄班中没有发现差异。在家长评定的儿童情绪调节的不稳定性和调节性上,各变量的主效应及其交互作用均不显著(P值均>0.05)。此外,家长和教师在儿童情绪不稳定性上的评价具有一致性,但在调节性维度上,家长认为孩子具有更好的情绪调节性。结论混龄编班对于刚入园的儿童尽快适应幼儿园生活有一定的帮助,并对儿童情绪调节能力的发展具有一定的促进作用。
Objective To understand the developmental characteristics of emotional adjustment ability of 3 ~ 5 years old mixed-age and same age children, and to provide basis for promoting the development of emotional and social development in children. Methods Two hundred and seventy-three to five-year-old children were selected as experimental kindergarten from Beijing Normal University. Among them, there were 86 children in mixed-age class and 128 in same-class class. Teachers and parents fill in the Emotional Adjustment Inventory (ERC), respectively, to assess children’s emotional conditioning. Results In the assessment of children’s emotional instability and adjustability, the 3-year-old mixed-class children had more stable mood than the same-class children, and the 5-year-old mixed-class children had more emotional regulation than the same-class children. And in mixed-age classes, 5-year-olds were more emotionally stable than 4-year-olds and had better mood-conditioning than 3-year-olds, but no differences were found in their peers. The main effects and their interactions were not significant (P> 0.05) among the parents in the assessment of children’s emotional regulation of instability and accommodative. In addition, parents and teachers are consistent in evaluating children’s emotional instability, but in the regulatory dimension, parents believe that children have better emotional regulation. Conclusions The mixed age class can help children who have just joined the park to adapt to kindergarten life as soon as possible, and can promote the development of children’s emotion regulation ability.