Abstract

According to the model proposed by Pons, Doudin, and Harris , children develop nine components of emotion comprehension between the ages of three to twelve. Studies reveal that children's comprehension of emotions can be stimulated by adults reading books designed for this purpose to preschool-aged children. The aim of this study is to explore whether dyadic reading is an effective strategy for stimulating emotion comprehension in school-aged children. Elementary school children (3rd, 4th and 5th grade) participated in the experimental or the control group. The Test of Emotion Comprehension (TEC) was administered at pretest and post-test. Participants in the experimental group read the books on emotion comprehension for five sessions, while participants in the control group read classroom books. Results revealed that reading the emotion comprehension books increased the TEC post-test scores significantly from pretest for children in the experimental group, compared to the control group. For the Components Reminder, Belief and Morality scores at post-test were significantly increased from pretest for children in the experimental group, compared to the control group. Results suggest that dyadic book readings are successful in helping children with both complex components of their emotion comprehension and simpler ones. This intervention could be of use for teaching school-aged children emotion comprehension easily, effectively, and at low-cost.

摘要

根据庞斯，杜丁和哈里斯提出的模型，孩子在三到十二岁之间发展了九种情绪理解能力。研究表明，成年人为学龄前儿童阅读为此目的而设计的书籍可以激发儿童对情感的理解。这项研究的目的是探讨二元阅读是否是一种激发学龄儿童情感理解的有效策略。小学生（3年级，4年级和5年级）参加了实验组或对照组。情绪理解测验（TEC）在测验前和测验后进行。实验组的参与者阅读了五节关于情感理解的书，而对照组的参与者则阅读了教室的书。结果显示，与对照组相比，阅读实验组儿童的情绪理解书比预测试显着提高了TEC测验分数。对于组件与对照组相比，实验组儿童的测验前提醒，信念和道德得分较测验前明显提高。结果表明，二元阅读可以成功地帮助具有复杂情感理解和较简单情感理解能力的儿童。这种干预可用于轻松，有效且低成本地向学龄儿童进行情感理解教学。