A Study On The Differences Of 5-6 Years Old Children’s Emotion Regulation Strategies In Family And Kindergarten

The emotional development of children aged 5-6 years is relatively stable,but there are still differences in emotional regulation strategies at home and in kindergartens.This study investigates the emotion regulation strategies of 5-6 year old children and finds that the emotion regulation strategies of children in this age group are different at home and in kindergarten.The reasons for the differences in emotion regulation strategies are analyzed from three perspectives of teachers,parents and young children.And make constructive suggestions.The parent and teacher questionnaires used in this study were adapted from the "Preschool Children’s Emotion Regulation Strategy Questionnaire" prepared by Lu Fang.SPSS analysis was performed on the questionnaire data.Based on the analysis results,cognitive reconstruction,venting,passive coping,problem solving,and substitution were used.Five young children,parents of early childhood,and early childhood teachers who had significant differences in emotional regulation strategies in the six dimensions of activities and self-consolation conducted interviews.The conclusions are as follows: in terms of differences between gender and young children’s emotional regulation strategies,venting strategies are significantly different in kindergartens,and problem-solving strategies are significantly different in families;in terms of teachers,parents’ educational backgrounds and infant emotional regulation strategies,cognitive reconstruction,venting,and passive coping,Alternative activities,self-consolation,and teacher education are significantly different,problem solving and parents’ education are significantly different;the "two-child" family’s first child is not significantly different in all dimensions;parents and teachers’ scores on the six dimensions of children’s emotional adjustment strategies,There are significant differences in the three dimensions of venting,passive coping and self-comfort.Based on this research,analyze the reasons and make the following suggestions for kindergarten teachers and parents in children’s emotion regulation education: parents and teachers should give more positive responses to children’s emotional problems;establish aharmonious teacher-child relationship;parents should improve their own Ability to control emotions,pay more attention to children’s emotional changes at home and in the park,and learn about children’s emotional knowledge through multiple channels;parents and teachers should communicate frequently,communicate more,and do home communication;add psychological counseling rooms in kindergartens to encourage preschool teachers Change to the role of counselor.