3~6岁儿童社会—情绪能力的发展现状与特点——以上海市7所幼儿园为例  

The Development Status and Characteristics of Social-Emotional Competence of Preschool Children:A Study Based on Samples from 7 Kindergartens in Shanghai City

作　　者：李娟[1] 黄鼎文 赵雅男 杨婷婷 朱晶晶[1] 李燕[1] LI Juan;HUANG Dingwen;ZHAO Yanan;YANG Tingting;ZHU Jingjing;LI Yan(Shanghai Institute of Early Childhood Education,Shanghai Normal University,Shanghai 200234 China;Hongkou West Street Kindergarten,Shanghai 200080 China)

机构地区：[1]上海师范大学学前教育学院,上海200234 [2]上海市虹口区西街幼儿园,上海200080

出　　处：《学前教育研究》2023年第6期53-69,共17页Studies in Early Childhood Education

基　　金：国家社科基金,“学前流动儿童社会退缩行为的机制及干预研究”(项目编号:21CSH048)。

摘　　要：社会-情绪能力是面向21世纪的核心竞争能力,对儿童健康成长和发展具有重要意义。本研究一方面引进并修订社会-情绪评估/评量量表(36~66个月),另一方面应用该量表考察上海市2 363名3~6岁儿童的社会-情绪能力发展现状与特点。结果表明,修订后的社会-情绪评估/评量量表(36~66个月)有良好的信效度,能够作为我国3~6岁儿童社会-情绪能力的有效评估工具。上海市学前儿童社会-情绪能力整体发展较好,但具有整体性和不均衡性。随着年龄的增长,儿童社会-情绪能力整体发展水平逐渐提高;女童发展优于男童;父母受教育水平越高,对儿童发展越有利;祖辈抚养的儿童社会-情绪能力发展最差;非独生儿童的同理心和独立性发展突出,独生儿童自我形象发展更好;核心家庭儿童社会-情绪能力发展优于主干家庭儿童;家庭经济条件越好,越利于儿童社会-情绪能力发展;上海本地户籍儿童社会-情绪能力发展优于非本地户籍儿童。为了促进学前儿童社会-情绪能力发展,父母和教师应在尊重儿童发展特点的基础上,给予儿童积极有效的支持和引导;要重视家庭环境的重要作用,为儿童创造优质的家庭成长环境;政府应发挥弱势补偿功能,为处境困难的家庭提供援助,以促进所有儿童的社会-情绪能力获得更好的发展。Social-emotional competence is a core ability for the 21st century and has significant implications for children’s healthy growth and successful development.In this study,we introduce and revise the Social-Emotional Assessment/Evaluation Measure(36-66 months)and use it to investigate the developmental status and characteristics of social-emotional competence in 2,363 children aged 3-6 in Shanghai,China.The results indicate that the Chinese version of the scale has good reliability and validity and is an effective tool for assessing the social-emotional competence of children aged 3-6 in China.The overall development of the social-emotional competence of preschool children in Shanghai,China,is relatively positive but further improvement is needed.The different dimensions of social-emotional competence are closely related and interdependent communities,and have different developmental speeds.In other words,the characteristics of children’s social-emotional development are holistic and disproportionate.The findings further show:the overall level of social-emotional development gradually increases with the grade level;girls develop better than boys;the higher parents’education level,the better for children’s development;children raised by grandparents have the poorest development;non-only-children have outstanding development of empathy and independence,and only-children have excellent development of self-image;the development of children from nuclear families is better than children from stem families;a better economic condition for the family is more beneficial to the children’s development;the development of children with Shanghai household registration is better than non-Shanghai household registration children.To promote the social-emotional development of preschool children,parents and teachers should give children active and effective support and guidance with respect for children’s developmental characteristics.Meanwhile,parents and teachers should value the significant role of the family environm

关 键 词：3~6岁儿童 社会-情绪能力 发展水平 

分 类 号：G612[文化科学—学前教育学]