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The feeling thinking talking intervention with teachers advances young children's emotion knowledge
Social Development ( IF 2.462 ) Pub Date : 2022-02-10 , DOI: 10.1111/sode.12586
Katharina Voltmer 1 , Maria von Salisch 1
Affiliation  

Because emotion knowledge and language skills each contribute to children's success in school and life, the Feeling Thinking Talking (FTT) intervention combines the advancement of language skills and of emotion knowledge in teachers’ child-directed conversations. Teachers from centers of early childhood education in Germany were taught language support strategies (LSS) and how to apply them during emotion talk while reading picture books, while reminiscing about emotional events, and in everyday conversations with the children in their care. The evaluation of the FTT intervention entailed a comparison between the FTT group (N = 43) and a business-as-usual (BAU) control group (N = 67) with N = 110 children (Mage = 49.41 months, range = 33–66 months at T1) who were individually tested using objective tests on receptive vocabulary and emotion knowledge before (T1) and after the FTT intervention (T2), and in a follow-up 3–6 months later (T3). After a multiple imputation procedure, mixed multilevel models indicated that the children taught by the FTT group teachers made faster progress in their emotion knowledge than their agemates in the BAU condition, especially in their knowledge of mixed emotions, when numerous covariates were controlled. Results suggest that young children's emotion knowledge can be promoted alongside with language skills by a teacher-led intervention supporting child-directed emotion talk in early childhood education. Discussion focuses on emotion talk as the mechanism for the transmission of emotion knowledge.

中文翻译:

教师情感思维谈话干预提高幼儿情感知识

因为情感知识和语言技能都有助于儿童在学校和生活中的成功,所以感觉思考谈话 (FTT) 干预结合了语言技能和情感知识在教师针对儿童的对话中的进步。来自德国早期儿童教育中心的教师们学习了语言支持策略 (LSS),以及如何在阅读绘本、回忆情感事件以及与他们照顾的孩子进行日常对话时的情感谈话中应用这些策略。对 FTT 干预的评估需要对 FTT 组 ( N = 43) 和具有N  = 110 名儿童 (M年龄 ) 的一切照旧 (BAU) 对照组 ( N  = 67) 进行比较 = 49.41 个月,范围 = T1 时的 33-66 个月)在 FTT 干预之前(T1)和之后(T2)以及 3-6 个月后的随访中使用客观测试对接受性词汇和情感知识进行单独测试(T3)。经过多重插补程序,混合多层次模型表明,在控制众多协变量的情况下,FTT组教师所教的孩子在情绪知识方面比他们的同龄人进步更快,尤其是在混合情绪知识方面。结果表明,通过教师主导的干预支持幼儿教育中以儿童为导向的情感谈话,可以促进幼儿的情感知识和语言技能。讨论的重点是情感谈话作为情感知识传递的机制。
更新日期:2022-02-10
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