Research On The Anomie And Norms Of Preschool Teachers Emotional Labor In Kindergarten

As the country pays more and more attention to early childhood education,the emotions of preschool teachers have also become the focus of social attention.The emotions of preschool teachers have a very important impact on both teachers and children.When children enter kindergartens,they are psychologically separated from their parents for the first time.It is necessary to establish an attachment relationship with teachers.It can be said that every move of teachers ’ emotions involves the development of children.Teachers ’ emotional labor will not only affect the development of children,but also radiate to all aspects of their own life and work.Due to the individual differences and situational differences of teachers ’ emotional labor,in order to ensure the objective authenticity of the research,this study chooses the research method of educational narrative,selects seven preschool teachers from different backgrounds,goes deep into the scene of teachers ’ work,observes the real situation of emotional labor when teachers and children interact,explores the different states of teachers ’ emotional labor based on the real interactive situation,searches for the stories of teachers ’ emotional labor,analyzes the anomie performance of teachers ’ emotional labor,seeks the realistic factors affecting teachers ’ emotional labor,and provides a normative path for teachers ’ emotional labor anomie.The results show that kindergarten teachers ’ emotional labor anomie is mainly manifested in three aspects : emotional labor out of control,emotional labor indifference,emotional labor self-interest.Teachers ’emotional labor anomie will lead to the reduction of children ’s parent psychology,affecting the relationship between teachers and children and the development of children ’s physical and mental health.In addition,the reasons for different teachers ’ emotional labor anomie are different,which can be divided into objective and subjective reasons.In order to reduce the anomie of preschool teachers ’ emotional labor and make teachers ’ emotional labor beneficial to children ’s development,this paper puts forward the normative path from two aspects : teachers ’internal promotion and external support.First of all,teachers should improve their emotional management ability,improve their emotional expression status,and minimize the excessive expression of negative emotional performance.In addition,we must also improve our own educational wit and use professional knowledge to solve negative emotional events;finally,it is necessary to clarify its own role requirements,strictly require itself with teacher ethics,and reduce emotional labor anomie.In addition,kindergartens should clarify the rules of teachers ’ emotional expression,and kindergarten leaders should communicate with teachers in many aspects to meet the reasonable needs of teachers,reduce teachers ’ negative emotional experience,and appropriately improve teachers ’ welfare and enhance teachers ’ sense of professional belonging.