婴幼儿社会情绪能力发展状况调查研究——以天津市为例
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摘要
婴幼儿早期的社会情绪能力可以有效预测其人际关系、问题解决能力,学习和情绪行为问题,甚至可以预测其今后的人格发展。笔者以天津123名12-36月龄婴幼儿为研究对象,采用幼儿社会情绪能力问卷,考察婴幼儿社会情绪能力的发展状况。结果发现:婴幼儿社会情绪能力发展处于中等水平;婴幼儿社会情绪能力发展的性别差异不显著;婴幼儿社会情绪能力发展的关键期有提前的趋势;是否为独生子女对婴幼儿社会情绪能力发展的影响不显著;父母共同教育的婴幼儿在社会情绪能力发展水平上显著高于单亲教育和隔代教育的婴幼儿;婴幼儿社会情绪能力发展随父母的受教育水平的提高显著递增;上早教机构的经历对婴幼儿社会情绪能力发展的影响不大。
The social emotional ability of infants can effectively forecast their future interpersonal relations, problem-solving ability, learning and emotional action problems, and even their personality development. We studied 123 infants between 12 to 36 months old from Tianjin City by doing the Infant-Toddler Social and Emotional Assessment(ITSEA) to explore the development of infants' social emotional ability. And the study found that the development of infants' social emotional ability is at an intermediate level; there is no significant gender difference in the development of infants' social emotional ability; the critical period of its development tends to be earlier than before we thought; whether he/she is an only child or not has no significant effect on the development of social emotional ability; infants brought up in two-parent families have significantly higher level of development in social emotional ability than those brought up in single-parent families or grandparenting families; the education level of parents has an effect on the development of infants' social emotional ability; and the experience of attending early childhood education classes has no significant effect on the development of infants' social emotional ability.
The social emotional ability of infants can effectively forecast their future interpersonal relations, problem-solving ability, learning and emotional action problems, and even their personality development. We studied 123 infants between 12 to 36 months old from Tianjin City by doing the Infant-Toddler Social and Emotional Assessment(ITSEA) to explore the development of infants' social emotional ability. And the study found that the development of infants' social emotional ability is at an intermediate level; there is no significant gender difference in the development of infants' social emotional ability; the critical period of its development tends to be earlier than before we thought; whether he/she is an only child or not has no significant effect on the development of social emotional ability; infants brought up in two-parent families have significantly higher level of development in social emotional ability than those brought up in single-parent families or grandparenting families; the education level of parents has an effect on the development of infants' social emotional ability; and the experience of attending early childhood education classes has no significant effect on the development of infants' social emotional ability.
引文
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[2] MARSHALL P J,KENNEY J W.Biological perspectives on the effects of early psychosocial experience[J].Developmental Review,2009,29(2):96-119.
[3] Academic C F,Learning A E.Safe and sound:An Educational Leader’s Guide to Evidence-Based Social and Emotional,Learning(SEL) Programs.Illinois Edition[J].Collaborative for Academic Social & Emotional Learning,2003:59.
[4] Carter A S,Briggs-Gowan M J,Jones S M,et a1.The Infant-Toddler Social and Emotional Assessment (ITSEA):factor structure,reliability,and validity[J].Journal of Abnormal Child Psychology,2003,31(5):495-514.
[5] Susanne A,et al.Preschool emotional competence:Pathway of social competence[J].Child Development January,2003,74(1):238-256.
[6] PARLAIKIAN R.Before the ABCs:promoting school readiness in infants and toddlers[M].Zero to Three,PO Box 960,Herdon,VA 21072,2003.
[7] SAIGAL S,DOYLE L W.An overview of mortality and sequelae of preterm birth from infancy to adulthood[J].Lancet,2008,371(9608):261.
[8] DARLING-CHURCHILL K E,LIPPMAN L.Early childhood social and emotional development:advancing the field of measurement[J].Journal of Applied Developmental Psychology,2016,45:1-7.
[9] 乔建梦.12-36月龄婴幼儿家长教养信念和行为对婴幼儿社会情绪能力的影响[D].上海:上海师范大学,2017.
[10] 蒋琴.父亲参与教养、父子依恋与婴幼儿社会情绪能力关系的研究[D].上海:上海师范大学,2018.
[11] 李雪莹.母亲教养知识、亲子互动质量与婴幼儿社会情绪能力关系的研究[D].上海:上海师范大学,2018.
[12] 李雪莹,李杨卓.父亲情绪表达与婴幼儿社会情绪能力的关系:婴幼儿气质的调节作用[J].学前教育研究,2018(4):30-41.
[13] 张建瑞.12-36月龄幼儿社会情绪社会性评估量表修订研究[D].武汉:华中科技大学,2008.