Morris Carol A S, Denham Susanne A, Bassett Hideko H, Curby Timothy W
Carol A. S. Morris, Department of Psychology, George Mason University; Susanne A. Denham, Department of Psychology, George Mason University; Hideko H. Bassett, Department of Psychology, George Mason University; Timothy W. Curby, Department of Psychology, George Mason University.
Early Educ Dev. 2013 Jan 1;24(7):979-999. doi: 10.1080/10409289.2013.825186.
Utilizing a three-part model of emotion socialization that includes Modeling, Contingent Responding, and Teaching, this study examined the associations between 44 teachers' self-reported and observed emotion socialization practices and 326 preschoolers' emotion knowledge and observed emotional behavior. Multi-level analyses revealed that the majority of the variance in the children's emotion knowledge scores and observed emotional behavior was predicted by factors within, rather than between, classrooms. Teachers' use of all three emotion socialization techniques did contribute to the prediction of the children's scores; however, the nature of these associations differed by children's age and gender.
The development of children's emotional competence is a complex, multi-faceted process in which many interaction partners play a role; early childhood teachers act as emotion socialization agents for the children in their care by modeling emotions, responding either supportively or punitively to children's expressions of emotions, and engaging in direct instruction regarding emotional experience. This research may provide a basis for potential future interventions designed to assist teachers in developing their own emotion socialization skills so that they can be more effective emotion socialization agents for the children in their care.
本研究采用了一个包括示范、因应反应和教导的三部分情感社会化模型，考察了44名教师自我报告的和观察到的情感社会化实践与326名学龄前儿童的情感知识及观察到的情绪行为之间的关联。多层次分析表明，儿童情感知识得分和观察到的情绪行为的大部分变异是由班级内部而非班级之间的因素预测的。教师对所有三种情感社会化技巧的运用确实有助于预测儿童的得分；然而，这些关联的性质因儿童的年龄和性别而异。
儿童情感能力的发展是一个复杂、多方面的过程，许多互动伙伴都在其中发挥作用；幼儿教师通过示范情绪、对儿童的情绪表达做出支持性或惩罚性回应以及进行有关情感体验的直接指导，成为他们所照顾儿童的情感社会化推动者。这项研究可能为未来旨在帮助教师发展自身情感社会化技能的潜在干预措施提供基础，以便他们能够更有效地成为所照顾儿童的情感社会化推动者。
