Research On Emotional Education Conception Of Preschool Teachers

Preschool emotional education refers to the educational activities of initially cultivating infants' abilities of understanding, expression and regulation self-emotions, other-emotions and environment-emotions with various methods and measures adopted by educators according to the infants' physical and psychological development features and their emotional development regularity in a certain social and cultural background. The emotional education conception of preschool teachers is the sum of the teachers' viewpoints resulting from their educational experience on problems such as infants' emotional features and influence elements, and the value, the goal, the content, the implementation and the evaluation of the emotional education in a kindergarten and so on.Infancy is an important period of emotion development. Emotional education has a very far-reaching significance on infants' all-round development and even on their lifelong development. A teacher, as an important person in the process of an infant's growth, is the principal executant of infants' emotional education, and his/ her emotional education conception is an important requisite for effective carrying out the emotional education in a kindergarten. This study aims at exploring the influence elements by making researches on emotional education conception of preschool teachers to promote the optimum of their emotional education conception and development of infants' emotions, and hence leads to the mutual development of both teachers and infants.The current researches concerning emotional education are mainly related to middle and primary school stage. Although researches on teachers' educational conceptions have been infiltrated into some particular fields of infants' development, yet there is so few specialized research on emotional education conception of preschool teachers. Based on the relevant researches, this study probes into emotional education conception of the preschool teachers, who work in a certain kindergarten in ChongQing municipality, and its influence elements by means of interview, gradually focal observation and analysis on the information about emotional education. The research shows that there're conflicts between traditional and modern conceptions, explicit and implicit belief on emotional education conception of preschool teachers, mainly manifesting simplified concepts, minimized values, narrow goals, one-sided contents, uniform methods and activity forms, and static evaluations. The thesis believes there are two aspects of the factors influencing the emotional education conception of preschool teachers: one lies in preschool teachers themselves, mainly including their theoretic attainments, thinking habits, characters and their own experience; the other involves the traditional culture, the kindergartens, the attitude and behaviors of parents. Therefore, the thesis offers preliminary thoughts of clarifying emotional education conception of preschool teachers and means of optimizing the emotional education conception from the angles of kindergartens and preschool teachers and, at the end of the thesis, brings up the subjects needing further researches in the future.