A Study Of Teachers' Emotions In One-day Activities In Kindergartens

At present,the improvement of the expectation of kindergarten teachers has caused the teachers to suffer multiple pressures,and the current situation of kindergarten teachers' emotion is becoming the focus of preschool education.Teachers' good emotional state is the common pursuit of the healthy development of teachers and children.The kindergarten day activity is an important carrier of teachers' professional competence and reflects the true emotional state of teachers.Now scholars mainly discuss teachers' emotional problems from the perspective of teachers.However,teachers' emotion is the psychological and physiological reflection of teachers' work environment and individual interaction.The study of kindergarten te achers' emotions based on the kindergarten day activity is helpful to understand the tr ue emotional state in the early childhood teachers' work.It also provides support for b uilding a platform for teachers' emotional health development,promoting the professi onal development of teachers and children growth,and optimizing the daily activity s ystem of kindergartens.In this study,the impact of explicit emotions among primary class of kindergarten teachers of different teaching ages on one day activities is the starting point of the study.This paper discusses the emotional characteristics,performances,effects and influences of small class teachers of different teaching ages in all aspects of one-day activities On this basis,we seek to promote the development of emotional health of preschool teachers.This study uses literature,field observation,individual interviews,and case analysis.Taking a class of 8 primary class teachers in a kindergarten in Dalian as the research object,the activities of the four classes were organized for 4 months of participatory observation and interviews.Combine the obtained data to construct the basic framework of the thesis.The study found that the positive emotions of preschool teachers have unique meanings in alleviating the anxiety of young children entering kindergartens,reducing their passive waiting time,stimulating children's enthusiasm for participation,and promoting the full development of children and the effective implementation of their daily activities.The negative emotions of preschool teachers hinder the development of children's social development and autonomy,and result in a single day content and form.At the same time,the emotional performance and emotional orientation of preschool teachers at different stages of teaching age are different.The short teaching age(0 to 5 years of teaching age)preschool teachers showed obvious negative emotions in the daytime activities of kindergartens,and gradually developed towards positive emotions in the later period.At this stage,the emotions of preschool teachers are directed towards the professional development requirements of teachers and the completion of teaching tasks,the control of young children,and the degree of child care.Middle-school teachers(5 to 10 years of teaching age)preschool teachers have positive emotions during the day,but their moods fluctuate greatly.At this stage,the main points of attention of preschool teachers' emotions are the effectiveness of teacher-to-child interaction,the intensity of children's rule awareness,and the participation of group games.In the one-day activities of kindergartens(10 to 30 years of teaching age),the emotional development tends to be steady,with a high proportion of positive emotions and low negative emotion intensity.At this stage,the teacher's emotions mainly point to the level of physical and mental development of young children and the emotions of young children in the kindergarten.The factors that affect the emotions of preschool teachers come from many aspects such as teachers themselves,children,parents,gardens,and society.Therefore,the healthy development of early childhood teachers needs the joint efforts of all sectors of society.