School of Psychology, Université de Moncton, Moncton, Canada.
Department of Psychology, Laurentian University, Sudbury, Ontario, Canada.
J Genet Psychol. 2021 Mar-Apr;182(2):75-88. doi: 10.1080/00221325.2020.1868969. Epub 2021 Jan 8.
According to the model proposed by Pons, Doudin, and Harris , children develop nine components of emotion comprehension between the ages of three to twelve. Studies reveal that children's comprehension of emotions can be stimulated by adults reading books designed for this purpose to preschool-aged children. The aim of this study is to explore whether dyadic reading is an effective strategy for stimulating emotion comprehension in school-aged children. Elementary school children (3rd, 4th and 5th grade) participated in the experimental or the control group. The Test of Emotion Comprehension (TEC) was administered at pretest and post-test. Participants in the experimental group read the books on emotion comprehension for five sessions, while participants in the control group read classroom books. Results revealed that reading the emotion comprehension books increased the TEC post-test scores significantly from pretest for children in the experimental group, compared to the control group. For the Components and scores at post-test were significantly increased from pretest for children in the experimental group, compared to the control group. Results suggest that dyadic book readings are successful in helping children with both complex components of their emotion comprehension and simpler ones. This intervention could be of use for teaching school-aged children emotion comprehension easily, effectively, and at low-cost.
根据庞斯、杜丹和哈里斯提出的模型，儿童在 3 至 12 岁之间发展出九个情感理解成分。研究表明，成年人可以通过为学龄前儿童阅读专门设计的书籍来激发孩子的情绪理解。本研究旨在探讨双人阅读是否是一种激发学龄儿童情绪理解的有效策略。小学生（3 年级、4 年级和 5 年级）参加了实验组或对照组。在预测试和后测试中使用了情感理解测试（TEC）。实验组的参与者阅读了五本关于情感理解的书籍，而对照组的参与者则阅读了课堂书籍。结果表明，与对照组相比，实验组阅读情感理解书籍后，TEC 后测分数显著高于前测。与对照组相比，实验组的 和 得分在后测时显著高于前测。结果表明，双人阅读成功地帮助儿童理解更复杂和更简单的情感理解成分。这种干预措施可以很容易、有效地、低成本地教授学龄儿童情绪理解。
