Preliminary Study On The Processing Mechanism Of Infant Faces By Kindergarten Teachers

The processing of infant face information by kindergarten teachers will affect their caring behaviors towards infants,and whether an individual is properly taken care of in infancy will play a crucial role in his physical and mental development and even his personality in the future.The growth of infants in kindergartens is a process of their continuous learning and development.Such early social experience and interpersonal communication have a great impact on the formation of their personality in the future.As one of the primary caregivers in early childhood,kindergarten teachers,like their children's guardians,need to be more sensitive to relevant information about children and pay more attention to it.In order to explore the processing mechanism of infant face information by kindergarten teachers,a special group,we took the neutral faces of infants and adults as experimental materials and adopted the double-task paradigm of rapid sequence visual presentation and the point-detection paradigm.Based on the indicators of face recognition accuracy and response time,and from the perspective of attention recognition and attention bias,this study explored the processing mechanism of kindergarten teachers on infant faces and its influencing factors.Experiment 1: The double-task paradigm of rapid sequence visual presentation was adopted to explore the attention recognition ability of kindergarten teachers and college students on different types of faces(adults,infants and young children),with the accuracy of face recognition as the index.The experiment adopted a mixed experimental design of 3(group: mother of kindergarten teacher,non-mother of kindergarten teacher,college student)2(face: infant,adult)3(interval: 2,5,8).The results showed that :(1)kindergarten teachers and college students were significantly lower than adult faces in the recognition of infant faces.(2)the face recognition accuracy rate of kindergarten teachers' mothers was significantly lower than that of college students,and the difference of other groups was not significant.(3)with the increase of delay interval,the recognition accuracy of different types of faces increased significantly,and the difference between groups decreased;(4)face recognition accuracy of kindergarten teachers is not significantly correlated with personality traits.Experiment 2: on the basis of experiment 1,the experimental materials were optimized,and the group of college students was changed into the group of ordinary non-mothers working in non-early childhood education,so as to further verify whether there are differences in the recognition ability of kindergarten teachers and ordinary non-early childhood education workers on different types of faces(adults and infants).Using the same fast sequence visual presentation dual-task paradigm as experiment 1,the mixed experimental design was conducted for 3(group: mother of kindergarten teacher,non-mother of kindergarten teacher,non-mother)2(face: infant,adult)3(interval: 2,5,8).The results showed that :(1)the correct rate of infant face recognition in each group was significantly lower than that of adult face recognition;(2)the face recognition accuracy of the non-mother group of kindergarten teachers was significantly higher than that of the non-mother group,and there was no significant difference between the two groups.(3)with the increase of delay interval,the recognition accuracy of different face types increases,and the recognition difference between infant face and adult face Narrows;(4)the recognition accuracy rate of infants' faces by kindergarten teachers who were not mothers was positively correlated with their ages,while there was no significant correlation among kindergarten mothers.Experiment 3: the point detection paradigm was adopted to further explore the difference in attention bias of infants' faces between kindergarten teachers and ordinary non-preschool teachers.The experiment adopted a mixed design of 2(cue validity: valid and invalid)2(visual field: left and right)3(group: mothers of kindergarten teachers,non-mothers of kindergarten teachers,and non-mothers of ordinary teachers),and the cue response time was used as the indicator.The results showed that(1)the main effect of clues was significant,kindergarten teachers and ordinary non-mothers showed significant attention bias to infant faces.(2)group main effect was significant.Compared with mothers of kindergarten teachers and ordinary non-mothers,non-mothers of kindergarten teachers had shorter response time to effective cues of infants' faces and stronger attention bias to infants' faces.(3)compared with kindergarten teachers,kindergarten teachers' head teachers tend to pay more attention to infants' faces and have a shorter reaction time.In summary,the research results show that:To sum up,the research results show that: first,kindergarten teachers' ability to recognize neutral faces of infants and young children is weaker than that of neutral faces of adults,which means kindergarten teachers need to consume more attention and processing resources to recognize neutral faces of infants and young children.Secondly,kindergarten teachers have a significant attention bias to infant faces,and non-mothers of kindergarten teachers have a stronger response than mothers of kindergarten teachers and ordinary non-mothers,indicating that the strength of this attention bias is influenced by the experience of parents of kindergarten teachers and the experience of taking care of children.Moreover,there is no significant correlation between kindergarten teachers' processing mechanism of infant faces and personality traits,but factors such as the age,anxiety level and working time of non-mothers of kindergarten teachers can affect their processing of infant faces to some extent,which is not reflected in the mothers of kindergarten teachers.Finally,through this study we began to realize that future research should not merely focus on the development of the child,also should pay attention to the related the development of kindergarten teachers,they are in the process of teaching with the occurrence of birth,is likely to be cheeper work has some not,need to give more care or related training study,let they can better completes the labor of duty both family and career.