Research On The Design Of Emotional Picture Books In Children’s Teaching

Early childhood is an important period of emotional development,psychological function and thought have great plasticity."3-6 years old children’s learning and development guide" clearly points out that children are required to form stable and healthy emotions."Several opinions of the State Council on the current development of preschool education" also clearly states that picture books should be provided as guidance to promote children’s physical and mental health development.Based on the research of many scholars,combined with the characteristics of children’s emotional development,supported by the theory of emotional neuroscience,and guided by the theory of emotional intelligence and cognitive learning theory,this paper designs a set of three-step emotional picture book teaching activities for children,which can guide children to vent and regulate their anger reasonably.In the process of practice,according to the process evaluation,it is constantly modified and improved until the design of the scheme is optimized.At the same time,it provides rich emotional picture book electronic resources for teachers and parents.It does not provide practical guidance and action reference for parents and teachers to carry out emotional picture book teaching activities.This study takes 21 children in class 4 of F kindergarten in H city of Anhui Province as the research object,aiming to cultivate their anger expression and regulation ability.Through the three-step teaching activities of emotional immersion reading,picture book situational simulation teaching activities and real situational family emotional experience,a set of three-step emotional picture book teaching design for children is summarized in practice.Through the experimental observation and questionnaire analysis with the control class,the following conclusions are obtained:First,through the three-step emotional picture book teaching design,children’s emotional cognition and understanding,emotional expression,emotional regulation and emotional use of four dimensions have been significantly improved.Second,the teaching design should be combined with children’s actual life experience to create,from a diversified point of view,through the creation of different situations to help children adjust their emotions,such as outdoor environment creation,sitcom,painting,handmade and so on.Third,with the growth of age,children’s emotional development level can continue to improve with the accumulation of experience,but the effect is relatively not obvious.Teachers and parents need to help children better regulate their emotions through external intervention.