An Action Study Of "Pyramid Model" Educational Activities Promoting The Development Of 5-6 Year Old Children’s Social And Emotional Competence

Social emotional competence is an important psychological skill for individuals to achieve harmony with themselves,others and the environment.It is also a key ability in the process of individual socialization.The development of Social emotional competence can not only affect the individual’s current mental health,but also affect the individual’s future academic and social achievements.Preschool is the key period of life growth and the initial stage of the development of Social emotional competence.School admission adaptation puts forward higher requirements for the Social emotional competence of children aged 5-6.The improvement of Social emotional competence can help them better adapt to the changes of social environment and interpersonal relationships.Therefore,under the guidance of the concept of evidence-based education,using the paradigm of action research,based on the needs and practical evidence of the development of 5-6-year-old children’s Social emotional competence,and based on the ecosystem theory and pyramid model,this study aims to explore an educational program to promote the development of 5-6-year-old children’s Social emotional competence.In this study,35 children and their parents in a large class of a kindergarten in Chongqing were selected as the research objects,and the teacher He in the class was the collaborator.The current situation of the development of the sample children’s Social emotional competence was evaluated in the form of reports from parents and teachers.The results showed that the sample children had relatively weak development in self cognition,social cognition and self-management,and the social emotional problems were mainly concentrated in empathy,independence,attention and emotional regulation.Based on the "pyramid model",this study proposes a "pyramid model" educational activity program to promote the development of children’s Social emotional competence.After practical exploration and modification,a three-level program of education and intervention activities has been finally formed.The first level is the practice of universal social emotional education,which mainly focuses on establishing a positive nurturing and response relationship and creating a high-quality and supportive environment;The second level is targeted social emotional teaching practice,which helps children solve social emotional problems and promote the development of their Social emotional competence by carrying out teaching activities specifically aimed at children’s social emotional problems;The third level is the practice of personalized intervention education,which aims to promote the development of children’s Social emotional competence and alleviate the negative impact of social emotional problems on children’s physical and mental health and social adaptation through the establishment of professional teams,the formulation and implementation of personalized intervention strategies,etc.After the implementation of the program,this study evaluated the effectiveness of the program by means of questionnaires,interviews,observations and other means.The results showed that the development of Social emotional competence of the sample children was generally good,and the educational program had a positive impact on the development of children’s Social emotional competence;Children’s attention duration increased,and their attention regulation ability was further improved;The fear of difficulties decreased,showing more independent and persistent behaviors;The prosocial behavior increased,and the peer relationship became more harmonious;The willingness to express emotions was enhanced,and the ability to regulate negative emotions was significantly improved;The desire for self realization is stronger,and the self-confidence has been greatly improved.At the same time,the implementation of the program has also had a positive impact on teachers and parents.It has not only greatly improved their views on children and education,but also greatly helped parents and teachers to improve their Social emotional competence.The researcher reflected and analyzed the whole research process,and drew the following conclusions about the early social emotional education of children: "promoting education through evaluation" is the starting point and foothold of social emotional education;Social emotional education should be organically integrated with children’s social life and interpersonal communication;Social emotional education should be universal and targeted;High level educators are the core elements of social emotional education.In addition,from the perspective of ecosystem theory,the researchers put forward some suggestions to promote the development of children’s Social emotional competence: at the macro system level,we should change the educational concept,pay attention to children’s emotional needs and social adaptation;At the external system level,we should establish and improve the intervention system for the development of children’s Social emotional competence;At the intermediate system level,create an atmosphere conducive to home cooperation and explore diversified ways of home co education;At the micro system level,teachers’ professional level should be improved and targeted social emotional education should be carried out.