An Investigation Of Social Emotional Learning Ability In Games For Children Of Older Classes

Social emotional learning ability includes five core abilities: self-awareness,self-management,social awareness,interpersonal skills and responsible decision making.Children’s social emotional learning can not only help them deal with their own and other people’s emotional problems,improve interpersonal relationship,but also have a long-term and important impact on their future life and study.Large-class children are in the period of academic transition,so it is of unique value to understand and promote their social emotional learning ability to promote the connection between childhood and primary school.As game activities are an important part of children’s life,it is undoubtedly of great significance to study the status quo of children’s social and emotional learning ability based on games.Based on the relevant theories,referring to the content of social “Social Emotional Learning Standards” of Massachusetts,USA and the format of classroom assessment scoring system(class)manual,pre-K(hereinafter referred to as “class”).Combined with the actual situation of children,we compiled the evaluation form of children’s social emotional learning ability,and investigated 62 children’s social emotional learning ability in games in two large classes of kindergartens in S district of Chongqing.The aim is to understand the overall situation and the specific performance of each dimension,as well as the difference characteristics of classes,genders and game types of children in big classes in social emotional learning ability in games,so as to dig out the factors affecting the social emotional learning ability of children in big classes,so as to put forward targeted suggestions for the improvement of children’s social emotional learning ability.The results are as follows:(1)The learning ability of social emotion in games of large class children is in the middle and low level.(2)The development of social emotional learning ability in games of large class children is unbalanced in five dimensions.Among them,the development of interpersonal skills is the best,but children’s communication mode is single;With good social awareness,but lack of empathy;They have certain self-management and self-awareness,but cognitive and emotional expression ability is slightly poor;The dimension of responsible decision-making scored the lowest,and attention needs to be improved.(3)There are significant gender differences in the overall score of social emotional learning ability in the games of large class children,which shows that female children show better social emotional learning ability than male children in the game;there is no significant class difference in the overall score of social emotional learning ability of large class children in the game,but there are significant class differences in the dimensions of “self-management” and “social consciousness”,which show that children in kindergarten A perform better than children in kindergarten B in these two dimensions.There is no significant difference in the score of social emotional learning ability,but there is significant difference in the dimension of “interpersonal skills” and“responsible decision-making”,and children show better interpersonal skills in the corner game and better decision-making ability in the rule game.Based on the research results,combined with the observation,interview content and relevant literature,this paper analyzes the factors that may affect the development of children’s social emotional learning ability in games from three aspects of children themselves,teachers and games,and puts forward some suggestions to promote the development of children’s social emotional learning ability from three aspects of teachers and games.Specifically,it includes establishing a positive relationship to support children’s social emotional learning;establishing active awareness and attaching importance to children’s social emotional learning;enriching the types of games and developing children’s self-awareness;using environment creation to cultivate children’s self-management ability;reusing game evaluation to guide the development of children’s social awareness;enriching communication methods to make up children’s weak points in interpersonal skills;skillfully throw game materials to enhance children’s ability to make decisions responsibly.