A Research Of The Situation Of Migrant Preschoolers’ Emotion Regulation

With the increasingly development of urban economy in China,a large number of floating population emerged in cities,and the floating population gradually changed from "individual flow" to "family flow".The number of floating children is also increasing day by day.Preschool floating children have gradually become the focus of social attention.Many scholars believe that preschool period plays a very important role in the individual’s whole life development.Individual emotion regulation in preschool period has a far-reaching impact on children’s development.Good emotion regulation ability will promote preschool children’s both mental and physical development.Therefore,it is of great significance to study the emotion regulation ability of preschool migrant children.Combining quantitative and qualitative research methods,86 migrant preschool children and 90 local preschool children were selected in Shijiazhuang city.The emotion regulation ability of preschool children was measured by using the Teacher’s Questionnaire on Emotion regulation Ability of Preschool Children compiled by Wu Jiayu of Guangzhou University,and some individual preschool migrant children and preschool teachers were interviewed.By comparing demographic variables and emotion regulation abilities of migrant preschool children and local preschool children,we can understand the current situation of emotion regulation abilities of migrant preschool children,explore the factors affecting the emotion regulation of migrant preschool children and put forward some suggestions.The results show that1.migrant preschool children and local preschool children showed the same trend in the three dimensions of emotional regulation.The three dimensions showed the highest emotional perception dimension in scores,followed by the emotional control dimension,and finally the emotional use dimension.The current situation of emotional management of migrant preschool children and local preschool children is relatively good.2.The educational level of mothers,parent-child interaction and children’s interpersonal relationship of migrant children before school are significantly worse than those of local children before school.3.The total score of emotion regulation of migrant preschool children is significantly lower than that of local preschool children.4.There are age differences in emotion regulation of preschool migrant children,and the total score increases with age.5.The emotion regulation of preschool migrant children is influenced by their mothers’ educational background.The total score of emotion regulation of preschool migrant children whose mothers’ educational background is below the level of high school and secondary school is significantly lower than that of preschool migrant children whose mothers’ educational background is above or below the level of undergraduate college.6.The emotion regulation of migrant preschool children is influenced by parent-child interaction.There are significant differences in the total score of emotion regulation among the three demarcation points.The very good parent-child interaction is higher than The relatively good interaction and poor parent-child interaction.7.The emotion regulation of preschool migrant children is affected by the years of migration.The total score of emotion regulation with mobile years less than two years is significantly lower than that with more than two years.8.The emotional regulation of migrant preschool children is influenced by interpersonal relationship in kindergartens,and there is a significant positive correlation between them.