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 Pons、Doudin 和 Harris 提出的模型，儿童在 3 到 12 岁之间发展出九个情绪理解成分。研究表明，成人阅读专为学龄前儿童设计的书籍可以激发儿童对情绪的理解。本研究的目的是探讨二元阅读是否是刺激学龄儿童情绪理解的有效策略。小学生（3 年级、4 年级和5 年级）参加实验组或对照组。情绪理解测试（TEC）在前测和后测中进行。实验组的参与者阅读了五节关于情感理解的书籍，而对照组的参与者阅读了课堂书籍。结果表明，与对照组相比，实验组儿童阅读情感理解书籍后的TEC后测分数显着提高。对于组件与对照组相比，实验组儿童在后测的提醒、信念和道德得分均较前测显着提高。结果表明，二元书籍阅读能够成功地帮助具有复杂情绪理解成分和简单情绪理解成分的儿童。这种干预措施可用于轻松、有效且低成本地教授学龄儿童的情感理解能力。