在非常年幼的儿童中,性别为社会情感能力的途径
Qin Liu1, Jing Huang2, Melissa Pearl Caldwell1
1The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong.
Scientific reports
|March 17, 2024
概括
与父母和老师的亲密关系可以促进幼儿的社会技能. 教师的亲密关系也减少了焦虑,性别影响了这些对社会情感发展的影响.
科学领域:
- 发展心理学 发展心理学
- 幼儿教育 儿童早期教育
- 社会情感学习 社交情感学习
背景情况:
- 亲密的父母-孩子和老师-孩子关系对于学龄前儿童和学龄儿童的社会情感发展至关重要.
- 关于这些关系对托儿所婴儿和幼儿的影响的研究有限.
- 了解这些早期的动态对于支持幼儿的社会情感成长至关重要.
研究的目的:
- 研究父母与孩子和教师与孩子的亲密关系以及婴幼儿的社会情感能力之间的关联.
- 探索儿童性别在这些协会中的调节作用.
- 解决关于早期关系与环境相互作用的知识差距.
主要方法:
- 长度研究涉及378名香港华裔儿童 (平均年龄为22.05个月) 在托儿所.
- 从父母那里收集关于孩子社会情感能力和关系亲密度的数据.
- 用多组结构方程建模分析的教师报告的关系亲密度数据.
主要成果:
- 父母和孩子之间的亲密关系和教师和孩子之间的亲密关系都与社会能力有积极的相关性.
- 教师与孩子的亲密关系与焦虑行为有负面联系.
- 性别差异出现了:女生在教师和孩子之间的亲密关系和社会能力之间表现出更强烈的关联,而男孩在父母和孩子之间的亲密关系和焦虑之间表现出更强烈的联系.
结论:
- 父母与子女和教师与子女的亲密关系是早期儿童社会情感结果的重要预测因素.
- 儿童的性别在塑造这些关系动态如何影响社会能力和焦虑方面发挥着至关重要的作用.
- 调查结果强调了在儿童保育中培养亲密关系的重要性,以实现最佳的早期社会情感发展.
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