Faculty Rehabilitation Sciences, TU Dortmund University, 44227 Dortmund, Germany.
Department of Educational Psychology, Counseling, and Intervention, University of Education Schwäbisch Gmünd, 73525 Schwäbisch Gmünd, Germany.
Int J Environ Res Public Health. 2022 Mar 27;19(7):3978. doi: 10.3390/ijerph19073978.
The following article deals with emotional development and the development of emotion regulation skills in children during early childhood education, focusing primarily on the importance of the early childhood teacher. Emotion regulation is important for success and wellbeing in further life. It is developed in interaction with parents as attachment figures. Teachers can also be important persons for the child in the context of bonding. This leads to the question of how early childhood teachers can support children learning to regulate their emotions. We analyze with the content analysis, four programs for promoting social and emotional skills that are currently used in Germany. The main question is if the programs include elements that increase teachers' skills in supporting the children in regulating their emotions. The categories to analyze the programs are derived from theories of teacher-child interaction. In addition to programs for promoting emotional and social development, we will discuss aspects of shaping interaction as essential elements in promoting emotion regulation. The conclusion outlines some key implications for educational practice and the importance of developing professional behavior for qualitative teacher-child interactions.
本文主要探讨了儿童在幼儿教育阶段的情感发展和情绪调节技能的发展，重点关注幼儿教师的重要性。情绪调节对于未来的成功和幸福至关重要。它是在与父母作为依恋对象的互动中发展起来的。在建立联系的背景下，教师也可以成为孩子的重要人物。这就引出了一个问题，即幼儿教师如何支持儿童学习调节情绪。我们使用内容分析法分析了目前在德国使用的四个促进社会和情感技能的方案。主要问题是这些方案是否包含了提高教师支持儿童情绪调节能力的要素。分析这些方案的类别是从教师与儿童互动的理论中得出的。除了促进情感和社会发展的方案外，我们还将讨论塑造互动作为促进情绪调节的基本要素的方面。结论概述了对教育实践的一些关键影响，以及发展定性师幼互动的专业行为的重要性。
