Training And Development Characteristics Of Children’s Emotion Understanding Aged 4-6

Emotion Understanding refers to the ability of individuals to use contextual clues and expression clues to comprehend and understand the emotions of others(Saarni,1999).As an important branch of the field of children’s social cognitive development,emotional understanding is closely related to the individual’s social development,which has aroused great attention and attention from researchers in the psychology and education fields.Numerous studies have shown that the development of emotional comprehension ability plays an important role in children’s social competence and has long-term predictive value for children’s social competence(Denham & Couchoud,1991;Denham et al.,1990;Strayer,1980).At the same time,the improvement of emotional comprehension ability helps children to form a positive and unified self-concept(Hudgins,1979;Junnell,1979).Early childhood is a critical period and sensitive period for the development of children’s emotional understanding.Therefore,the study of preschool children’s emotional comprehension has both theoretical value and clinical intervention value(Salmon,Dads,Allen,& Hawes,2009).Due to differences in Chinese and Western cultural backgrounds,there are also differences in the development of children’s emotional comprehension abilities both at home and abroad(Sundararajan,L.,2015).More importantly,there is still a lack of systematic research on preschool children’s emotional comprehension skills.1).On the other hand,there is a great deal of controversy about the relationship between speech development and emotional comprehension(Study 1).Some studies suggest that speech plays an intermediary role in the process of improving emotional comprehension,while others Considering that speech does not play a significant role in emotional understanding(Beck,Kumschick,Eid,& Klann-Delius,2012;Izard et al.,2011),the improvement of children’s ability to understand emotions is a single channel model of independent development.Is there still a dual channel model of speech involvement in the agency(Study 2)? Therefore,this study explores two issues in depth:(1)Using longitudinal tracing to explore the developmental characteristics and trends of emotional comprehension of 4-6 year-old children(Study 1 experiment 1)and the relationship between children’s emotional understanding and speech development(Study 1 Experiment 2);(2)This study designed intervention training for preschool children’s emotional comprehension and tried to examine the role of speech development in the promotion of emotional comprehension.Study 1 examined the developmental level and characteristics of children’s emotional comprehension in 4-6 years old and their relationship with speech development.It was divided into two experiments.Experiment 1 Exploring the development level and characteristics of 4-6 year-old children’s emotional comprehension ability,selecting 120 children from 4 to 5 years old in a kindergarten and using the Pons(2004)ET test(the Test of Emotion Comprehension)for a period of one Years of follow-up research.The results showed that:(1)In general,with the increase of age,the emotional understanding ability developed rapidly,and the scores of emotional comprehension of the age groups of 4,5,and 6 years were significantly improved.(2)With regard to various levels of emotional comprehension ability,emotion recognition ability develops rapidly,and the scores of children aged 4,5,and 6 are significantly improved;for desire-based emotional understanding,children aged 5 years can basically understand desire and emotion.Between the two,the pass rate was over 80%;for clue-based emotional understanding,there was no significant difference between the 4-year-old and 5-year-old group scores,while the 6-year-old children group scored significantly higher than the 5-year-old group children scored,and 5 years old may be children.The turning point in the development of this capability.In Experiment 2,to examine the relationship between verbal ability and children’s emotional comprehension ability,108 children in the kindergarten were selected for a one-year follow-up study using various verbal ability tests and emotional comprehension ability tests.The results showed that:(1)In general,emotional comprehension was significantly correlated with speech ability,and PPVT,similarity,and fluency were positively correlated with emotional comprehension;(2)Prediction of PPVT and similarity in children’s emotional comprehension.Higher;(3)The tracking results show that the correlation between speech and emotional comprehension ability decreases with age.Study 2 uses emotional understanding training programs(including role-playing,mental state dialogues,and game modes,etc.)to improve children’s 4-6-year-olds’ emotional comprehension,and attempts to examine the role of speech in the promotion of emotional comprehension.There were 23 in the experimental group and 24 in the control group.The experimental group had twice a week of emotional understanding training for a period of 5 weeks,a total of 10 hours and 30-40 minutes per class;the control group did not participate in any training and performed routine Kindergarten teaching activities.The results showed that:(1)There was no significant difference in emotional comprehension scores before and after the control group,while the scores of post-test emotional comprehension of the training group were significantly higher than those of the pretest;the pre-test emotion understanding score of the training group was slightly lower than that of the control group.Scores,while post-test emotional understanding scores of the training group were significantly higher than those of the control group post-test emotion comprehension scores.These results indicate that the intervention training has a significant effect on children’s emotional comprehension;(2)PPVT scores of the training group and the control group before and after the test Significantly improved,but there was no interaction between time(before and after test)and group(training group,control group),and speech development did not show a pattern consistent with the development of emotional understanding;(3)using speech as an association After the variable excludes its influence,intervention training still has a significant effect on improving children’s emotional understanding ability,which shows that the speech does not play an intermediary role in the intervention.Overall,this study finds that(1)children’s emotional understanding ability increases significantly with age;(2)levels and characteristics of children’s levels of emotional understanding vary with age.: Emotion recognition ability develops rapidly with age,but 5 years old may be turning age of clue-based emotional understanding;(3)Speech ability may be related to the development of emotional understanding,but with age,speech and emotion The correlation between comprehension abilities has decreased;(4)The emotion understanding training program designed in this study has significantly improved the children’s ability to understand emotions,but its promotion may not be achieved through speech as an intermediary.This means that the promotion of emotional understanding may have two channels,one is to directly improve the emotional understanding of the channel,and the other is to use the role of language mediation to enhance the channel.Combining Study 1 and Study 2,it is possible that the two channels at the same time serve the improvement of the ability to understand emotions.As the child’s age increases,the dual-channel model becomes a direct-upgrade single-channel model.This study adopted a longitudinal study method to systematically explore the developmental features of 4-6 year-old children’s emotional comprehension ability,dynamically and continuously observe the changing trend of children’s emotional understanding ability,and greatly enriched the research in domestic related fields;secondly,this study The in-depth analysis of the relationship between children’s emotional comprehension ability and verbal ability provides a certain research foundation for the further exploration of the children’s emotional understanding and the mechanism between speech,which has great theoretical value;at the same time,this study designed the children’s emotional understanding ability intervention.The program has important practical significance and clinical application value.