ABSTRACT

The purpose of this study was to evaluate the impact of pedagogical intervention on early childhood education professionals’ emotional availability to children with different temperament characteristics. Participants were 136 children (intervention group = 87; control group = 49) aged 1–6 years from 16 early childhood and care centres in Finland. The PedaSens intervention was a 9-month programme that included theory and video-based training for the professionals. Adult–child interaction was assessed with the Emotional Availability Scales before and after the intervention, and children’s temperament was assessed with the Early Childhood Behavior Questionnaire. According to results, early childhood professionals’ emotional availability increased in the intervention group, especially to children with high levels of activity and pleasure seeking and with low levels of attentional focusing. We argue that the quality of interaction in early childhood education and care can be increased by targeting professional trainings to support children with different temperament characteristics.

摘要

这项研究的目的是评估教育干预对幼儿教育专业人员对具有不同气质特征的孩子的情绪供应的影响。参加者是来自16个芬兰幼儿和护理中心的136岁的儿童（干预组= 87；对照组= 49），年龄1至6岁。PedaSens干预是一个为期9个月的计划，其中包括针对专业人员的理论和基于视频的培训。干预前后，使用情绪可用性量表评估成人与儿童的互动，并通过《早期儿童行为问卷》评估儿童的气质。根据结果​​，干预组的幼儿专业人员的情绪可用性有所提高，特别是对于那些活动和寻求乐趣的程度较高且注意力集中程度较低的孩子。我们认为，通过针对专业培训来支持具有不同气质特征的儿童，可以提高幼儿教育和护理中的互动质量。