涂鸦游戏在幼儿情绪调节中的应用研究  

An Applied Research of Doodle Games in Emotional Regulation of Young Children

作　　者：刘梦雅 张坤颖[1] LIU Mengya;ZHANG Kunying(College of Education,Huaibei Normal University,Huaibei 235025)

机构地区：[1]淮北师范大学教育学院,淮北235025

出　　处：《早期儿童发展》2023年第4期84-92,共9页Early Childhood Development

基　　金：安徽省人文社科重点项目“智慧教育视域下师范生专业能力发展的理论与实践研究”(项目编号:SK2020A0061)的阶段性成果。

摘　　要：幼儿的情绪具有易冲动、易外露和易感染等特点,情绪控制能力较弱,加之面对幼儿园新的环境和人际关系,会产生恐惧、焦虑、紧张等不同程度的情绪问题。涂鸦是儿童的天性,是他们表达自己情绪情感的另一种语言。3~6岁是幼儿涂鸦的高峰期,涂鸦作品中形状与线条的勾勒、颜色与空间位置的选择等均是对幼儿情感体验和心理状态的刻画与呈现。教师利用涂鸦游戏为幼儿提供宣泄情绪的窗口,通过观察与记录、诊断与分析、干预与调整,分析造成幼儿情绪问题的原因,在交流互动中调节幼儿的不良情绪,促进其心理健康发展。The emotions of young children tend to be characterized by impulsivity,frequent outward expression,and“contagiousness”between peers.In addition,the ability of children to control their emotions is relatively weak.When faced with a new environment and interpersonal relationships in kindergartens,children will experience varying degrees of emotional issues such as fear,anxiety and tension.Doodling is an activity that is part of children’s nature and serves as another language through which to express their emotions.The peak period of childhood doodling is from 3 to 6 years of age.The shapes and lines in the doodles,and the choice of colors and spatial locations are all a portrayal and presentation of children’s emotional experiences and psychological states.Teachers use doodle games to provide a window for children to vent their emotions,to analyze the causes of children’s emotional problems through observation and recording,diagnosis and analysis,and intervention and adjustment,and to regulate children’s negative emotions in communication and interaction,so as to promote their healthy psychological development.

关 键 词：涂鸦游戏 幼儿 情绪调节 

分 类 号：G610[文化科学—学前教育学]