Research On The Emotional Education Concept Of Kindergarten Teachers

The kindergarten teachers' beliefs of emotional education refer to kindergarten teachers' personal views on emotional education formed based on their understanding of children's emotional development characteristics and emotional education activity rules in teaching practice,daily life and professional theoretical learning under a certain historical and cultural background.Teachers' beliefs of emotional education have a direct impact on their educational behavior,which is of great significance to the healthy development of children's emotions.This research adopts qualitative and quantitative methods to explore the kindergarten teachers' beliefs of emotional education,through the questionnaire survey on 214 kindergarten teachers and semi-structured in-depth interviews with 12 kindergarten teachers in Nanjing,to explore the present situation of the kindergarten teachers' beliefs of emotional education,and take the teachers' emotional education behavior as the confirmation and supplement,analyzed its characteristics and influence factors,and on the basis of this propose effective strategies to improve the kindergarten teachers' beliefs of emotional education.Through the analysis of questionnaire and interview data,the following research results are obtained:In terms of the current situation of kindergarten teachers' beliefs of emotional education,in general,all teachers agree with the importance of emotional health to children's growth,but generally they don't know much about emotional education;Specifically,most teachers believe that emotions are educable;In the aspect of education goal,they pay more attention to the cultivation of children's emotion management ability;The content of education mainly focuses on the perception,expression and regulation of emotions;In terms of educational methods,informal education method is the main method,which is often carried out after the occurrence of emotional events;Most teachers can understand children's positive and negative emotions more scientifically.The behavior of kindergarten teachers' emotional education is as follows:The vast majority of teachers will pay attention to the emotional state of most children in the class every day,but teachers and children discuss emotional topics less frequently;Most teachers can give supportive feedback to children's positive emotions;Most teachers can give supportive feedback to children's negative emotions,but the rejecting feedback is also frequent.At present,the difficulties in the practice of kindergarten's emotional education come from two aspects.The difficulties from the outside mainly include too many children can't pay attention to them,the copy writing work takes up a large amount of energy,the social public opinion causes pressure,and the difficulties from themselves mainly include the lack of intervention methods,the exhaustion of body and mind,the biased concept of emotional education,etc.According to the current situation of kindergarten teachers' beliefs and behavior of emotional education,the characteristics of their concept of emotional education are summarized as follows:the teachers' beliefs of emotional education is generally scientific but scattered;there is contradiction between the beliefs and the behavior of emotional education;the teachers' beliefs of the connotation of emotional education are one-sided;the teachers' beliefs of the goal and content of emotional education are simple and functional;the teachers' beliefs of the method of emotional education are rich.In the influencing factors of kindergarten teachers' emotional education beliefs,the results show that teachers' educational background,teaching age,and the age of class have acertain influence on their beliefs of emotional education.Based on the current situation and characteristics of kindergarten teachers' emotional education beliefs and the difficulties existing in the practice of kindergarten emotional education,in order to support the promotion of kindergarten teachers' emotional education beliefs,this study puts forward suggestions from the perspectives of teachers,kindergarten and government: teachers themselves can improve their emotional ability,actively learn the theoretical knowledge of emotional education,strengthen reflection and reconstruct the concept system of personal emotional education;kindergartens should "reduce the burden" on teachers,establish a platform for sharing high-quality educational experience,and develop high quality emotional curriculum;the government departments should strive to improve the educational level of kindergarten teachers and enhance the whole society's attention to early childhood emotional education.