在学前教育环境中促进思想理论和情感理解:一项探索性培训研究
1Department of Human Sciences for Education "R. Massa", University of Milano-Bicocca, Milan, Italy.
Frontiers in psychology
|August 21, 2024
概括
这项研究发现,欧洲计划有效地改善了学龄前儿童的社会理解,包括思想理论 (ToM) 和情感理解 (EU). 该计划的对话活动增强了孩子们理解他人的观点和情绪的能力.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 儿童发展 儿童发展
背景情况:
- 社会和情感学习 (SEL) 对学前发展至关重要.
- 现有的计划旨在增强SEL,但它们对特定认知技能 (如思维理论 (ToM) 和情感理解 (EU) 的影响需要进一步调查.
- 一个创新的欧洲计划被制定,以培养幼儿的SEL.
研究的目的:
- 评估欧洲计划在改善学龄前儿童的思想理论 (ToM) 和情感理解 (EU) 方面的有效性.
- 为了确定以SEL为重点的对话活动是否增强了社会认知技能.
- 提供关于该计划在幼儿教育环境中的实施的证据.
主要方法:
- 34名学龄前儿童 (40-70个月) 被随机分配到训练组或对照组.
- 培训组参加了为期8周的语言对话活动,重点是内在状态,而对照组则参与了自由游戏或绘画.
- 所有孩子都完成了前后测试,包括语言评估,ToM任务和情感理解测试 (EU).
主要成果:
- 与对照组相比,训练组的儿童在整体思维理论 (ToM) 中表现出显著的改善.
- 培训组还在整体情感理解 (EU) 和特定的EU组件方面取得了显著的进步.
- 具体的ToM任务,如"变更位置"任务,也得到了培训组的显著改进.
结论:
- 欧洲计划在提高学龄前儿童的社会理解方面是有效的,特别是ToM和EU.
- 该计划的对话方法似乎有利于发展关键的社会认知技能.
- 调查结果支持将该计划纳入学前教育课程,以促进儿童的社会情感发展.
更多相关视频
06:51The Modified Temptation Resistance Task: A Paradigm to Elicit Children's Strategic Lie-telling
Published on: April 6, 2018
8.4K
05:35Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
Published on: April 19, 2017
6.7K
相关概念视频
01:30Socioemotional Development during Infancy
52
Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
Primary Temperament Types
52
02:34Empathy
9.6K
Some researchers suggest that altruism operates on empathy. Empathy is the capacity to understand another person’s perspective, to feel what he or she feels. An empathetic person makes an emotional connection with others and feels compelled to help (Batson, 1991). Empathy can be expressed in several ways, including cognitive, affective, and motor.
9.6K
01:18Cognitive Development During Adolescence
49
During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
49
01:30Socioemotional Experience and Gender Development
25
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
25
01:14Piaget's Stage 1 of Cognitive Development
609
The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
609
01:14Piaget's Stage 2 of Cognitive Development
69
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone,...
69