Research On The Curriculum Development Of Kindergarten Social Emotion Learning From The Perspective Of Embodied Cognition

Social emotion is an important part of children’s healthy development.Social emotion learning is an important way to improve children’s social emotion skills and abilities.Children’s social emotional skills will affect their social development,future academic achievement and healthy psychological development.The social field of kindergarten covers a wide range of contents and covers a wide range.In the specific practice process,there are many random guidance integrated into one-day life,few collective teaching activities,and most educational behaviors are correction rather than prevention.Moreover,the number of courses specially designed for children’s social emotion is small,and the systematicness and integrity are insufficient,which is difficult to have a sustained and profound impact on children’s social development.With the rapid development of today’s society and the epidemic situation in recent two years,children’s social emotional education is particularly important.Therefore,the development of targeted and systematic children’s social emotional learning curriculum is an urgent problem to be solved.The main point of embodied cognition theory is that cognition is constructed on the basis of the interaction between the subject and the environment.Cognition and emotion are interconnected,which requires the subject to perceive the environment with the body.Its core characteristics of embodied,situational and generative are consistent with the cognitive development characteristics of children,such as concreteness,visualization,intuition and surface.At the same time,embodied theory is used to guide curriculum design and teaching,It can effectively solve the problem of ignoring children’s body and subject status in collective teaching activities in the social field.Therefore,based on the perspective of embodied cognitive theory,this study attempts to develop a systematic kindergarten social emotion learning curriculum for large classes of children,and verify its effectiveness,in order to improve children’s social emotion learning ability,so as to help children establish positive interpersonal relations,form positive social emotion and promote their healthy development.The main part of this paper is the development of social emotional learning curriculum for large class children from the perspective of embodied cognition.Considering that the large class is in the final stage before entering school,the study selects large class children as the research object,designs a set of systematic and suitable social emotion learning curriculum for large class children based on the theory of embodied cognition,the principle of subjectivity,embodied,situational and generative,and referring to the programmatic documents in China’s preschool field and the guiding points of the social emotion learning project in primary and secondary schools of the Ministry of education UNICEF,Specifically,it includes kindergarten social emotion learning curriculum objectives,content framework and class hour suggestions,specific activity cases,curriculum implementation and evaluation.Secondly,the effectiveness of the developed social emotional learning curriculum is verified by experiments,and the results are analyzed.Using the educational experiment method,48 children in the experimental class and the control class were tested before and after the implementation of the course by using three research tools: peer communication ability scale,emotional understanding test and interpersonal problem-solving test.The results showed that the scores of peer communication ability,emotional understanding ability and problem-solving ability of children in the experimental class were significantly higher than those in the control class,and the measured values after the experimental class were significantly higher than those before the experimental class.This set of courses has a positive role in promoting the social emotional learning ability and social emotional development of large class children.The last part of the paper is the reflection after the course teaching.The reflection on the implementation of the curriculum is conducive to the improvement of curriculum and teaching quality.In the reflection on the course teaching,it is found that "the lack of interest in the course content leads to children’s distraction,the slightly abstract problem setting leads to difficulties in some children’s understanding,and the limited activity time leads to too compact teaching links",Corresponding suggestions are put forward to modify "combine the resources of the park to increase the interest of the course,adjust the difficulty and order of the questions to improve the effectiveness of the questions,and extend the scene performance to the outdoors to connect the real scene",and the course content is modified and improved.