A Practical Study On The Effect Of “Emotional Activity Chain” On Development Of Emotional Competencefor 5-6-years-old Preschoolers

Emotional competence refers to the use of emotional skills to complete tasks,achieve goals,and maintain social interaction through the perception of emotions of oneself and others.Children’s emotional abilities mainly include emotional understanding,emotional expression,and emotional regulation.Early childhood is an important period for the development of emotional competence,because the development of emotions at this stage is very rapid.As children grow up,their emotions are gradually socialized,enriched and deepened.At the same time,as their physiology matures,emotions can be self-regulated,so Providing children with emotional competence education activities will promote the development of children’s emotional competence.Therefore,this research attempts to promote the development of emotional competence of 5-6 year old children as the general goal on the basis of existing research,and explore diversified teaching Strategies,innovative educational content,combined with educational carriers that children love to hear,and form a systematic educational program,provide a certain basis and practical reference for future educational activities that promote the development of children’s emotional competence.In this practical study,a total of 56 children aged 5-6 years in a kindergarten in Hangzhou were selected as the experimental class and the control class.Based on emotional intelligence theory,neurocognitive development theory,recent development zone theory,and children’s emotional development and characteristics,an educational program—emotional activity chain is designed to intervene in emotional competence of experimental class children.After the intervention,the effects of this education program were tested through quantitative evaluation and qualitative evaluation,and the following conclusions were drawn:(1)Educational program-the emotional activity chain promotes the development of children’s emotional competence.The post-test results showed that the experimental class and the control class have significant differences in emotion recognition and expression tasks;in the task of emotion understanding competence,the emotion understanding based on external factors,the emotion understanding based on suggestion,and the emotion based on regulation There are significant differences in understanding,emotion understanding based on disguise,and emotion understanding based on mixing;there are significant differences in emotion regulation strategies.(2)After the intervention of the emotional activity chain,the children in the experimental class will increase their emotional expression willingness and use new emotional vocabulary to express their emotions;they can understand the emotions of their peers and learn to care for each other;and use positive emotion regulation strategies in negative emotional events.(3)The design of emotional education programs must combine preset goals and content with generative goals and content.While achieving educational goals,it should not ignore children’s needs for teaching content;diversified teaching strategies and hierarchical teaching Content is an important guarantee for the successful implementation of educational programs.Through the reflection and summary of this practical research,the following educational suggestions are put forward:(1)Design a dynamic and generative education plan;(2)Improve teachers’ professional competence in emotional education;(3)Demonstration education focusing on role models;(4)Understand and respect the laws of children’s emotional development.