A Study On The Status Quo And Educational Strategies Of 4-5 Years Old Children’s Social And Emotional Competence

Along with the OECD’s focus on the assessment of non-cognitive skills,socio-emotional competence has gradually begun to be valued by the academic community.Studies have found that socio-emotional competence is positively related to children’s mental health,academic performance and interpersonal relationships,and also plays an important role in reducing problem behaviors and promoting social adjustment.Domestic and foreign researchers still focus on the study of social emotional ability in primary and secondary schools,although some researchers try to extend it to the preschool stage,but its assessment methods and methods are generally problematic.Researchers generally divide the influencing factors of children’s social emotional ability into individual,family,school and community,and no one has built an intuitive index system of influencing factors of children’s social emotional ability for the time being.Based on the framework of preschool children’s social emotional competence proposed by Denham,this study divides children’s social emotional competence into four dimensions:children’s peer communication ability,emotional understanding ability,interpersonal problem solving ability and self-regulation ability.A total of 104 children aged 4-5 years old from two kindergartens in Chengdu were selected as the research objects,and the development level of children’s social emotional ability in each dimension was understood by investigation method.Moreover,the index system of influencing factors of children’s social emotional ability was obtained through expert consultation,questionnaire survey and analytic hierarchy process.The results are as follows: First,the overall performance of children’s social emotional ability measured in this time is better for girls than boys,and there are significant differences between male and female students in interpersonal problem solving ability and self-regulation ability,but no significant differences in peer communication ability and emotional understanding ability.Second,family factors are the most influential first-level indicators on children’s social emotional ability,followed by kindergarten factors,community factors and individual factors,and 16 second-level indicators under the first-level indicators have a corresponding ranking order.Finally,based on the index system of influencing factors of children’s social emotional ability,this study puts forward targeted education strategies from three aspects of family,kindergarten and community,aiming at helping parents and teachers to deepen their understanding of children’s social emotional ability,so as to effectively promote the development of children’s social emotional ability.