Emotion Socialization by Early Childhood Educators: Conceptual Models from Psychology
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서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 5권 / 1호
ㆍ저자명 : Katherine M. Kitzmann, Katianne M. Howard
ㆍ저자명 : Katherine M. Kitzmann, Katianne M. Howard
목차
Components of Emotional CompetenceProcesses of Emotion Socialization
The Cultural Context of Emotion Socialization
A Mother’s Experience in Hong Kong and Memphis
LeVine’s Model: Commonalities and Specifics
Future Work on Emotion Socialization and Early Childhood Education
Conclusion
References
한국어 초록
Early childhood educators play an important role in helping children to understandand to express emotions. In this paper we highlight the small number of studies in theU.S. concerning the goals and strategies of early childhood educators with respect toemotion socialization, and provide personal observations of emotion socializationpractices in two preschools in Hong Kong (PRC) and Memphis (USA). We thenpropose a conceptual model that integrates LeVine’s work in cultural anthropologywith psychological research on emotion socialization. In this model, adults share auniversal goal that children develop emotional competence (i.e., skills for emotionexpression, knowledge, and regulation), and this goal is achieved through universalprocesses (namely, through adults’ responses to emotions, modeling, emotion conversations,and meta-emotion philosophies). However, these universal processes areenacted through practices that are culture-specific. This conceptual model provides auseful heuristic for examining early childhood educators’ emotion socialization practicesacross cultural contexts.영어 초록
Early childhood educators play an important role in helping children to understandand to express emotions. In this paper we highlight the small number of studies in the
U.S. concerning the goals and strategies of early childhood educators with respect to
emotion socialization, and provide personal observations of emotion socialization
practices in two preschools in Hong Kong (PRC) and Memphis (USA). We then
propose a conceptual model that integrates LeVine’s work in cultural anthropology
with psychological research on emotion socialization. In this model, adults share a
universal goal that children develop emotional competence (i.e., skills for emotion
expression, knowledge, and regulation), and this goal is achieved through universal
processes (namely, through adults’ responses to emotions, modeling, emotion conversations,
and meta-emotion philosophies). However, these universal processes are
enacted through practices that are culture-specific. This conceptual model provides a
useful heuristic for examining early childhood educators’ emotion socialization practices
across cultural contexts.
참고 자료
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