在早期保育和教育环境中，幼儿在同伴冲突中的情绪宣泄和教师的应急干预

IF 2.8 4区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Infant and Child Development Pub Date : 2024-11-07 DOI:10.1002/icd.2550

Lukas D. Lopez, Kyong‐Ah Kwon, Hyun‐Joo Jeon, Courtney Dewhirst, Sun Geun Kim, Francisca Jensen

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引用次数: 0

摘要

本研究利用早期保育和教育（ECE）环境中的自然视听记录，研究了幼儿（76 名幼儿，40 名女性，年龄=32.94 个月，标准差=4.92 个月）的多模态情绪表达和情绪相关发声与教师的应急干预之间的关联。研究结果表明，多模态情绪表达与情绪相关发声之间存在对应关系，如尖叫和大喊与愤怒表达相对应，而哭泣与悲伤表达相对应。时间序列分析表明，幼儿的情绪发声对教师随后的应急干预有显著的预测作用。具体来说，幼儿的多模态悲伤表情和发声比其他情绪和发声引起教师应急反应的可能性高出七倍。本文讨论了多模态情绪对应、情绪动态和幼儿悲伤情绪表达的意义。

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Toddlers' emotion vocalizations during peer conflicts and contingent teacher interventions in early care and education settings

This study used naturalistic audio–visual recordings from early care and education (ECE) settings to examine the associations between toddlers' (76 toddlers, 40 female, Mage = 32.94 months, SD = 4.92 months) multimodal emotion expressions and emotion‐related vocalizations with contingent teacher interventions. Findings indicated a correspondence between multimodal emotion expressions and emotion‐related vocalizations, such that screams and yells corresponded with anger expressions, and cries corresponded with sadness expressions. Time series analysis indicated that toddlers' emotion vocalizations significantly predicted subsequent contingent teacher interventions. Specifically, toddlers' multimodal sadness expressions with vocalizations increased the likelihood of evoking a contingent teacher response seven times more than other emotions and vocalizations. Implications for multimodal emotion correspondences, emotion dynamics, and toddlers' distress expressions are discussed.

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来源期刊

Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

2.90

自引率

9.10%

发文量

期刊介绍： Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)