Белолуцкая А.К. Факторы развития эмоциональной компетентности детей дошкольного и младшего школьного возраста: обзор исследований
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10.24412/1997-9657-2021-4106-22-33
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Белолуцкая А.К. Факторы развития эмоциональной компетентности детей дошкольного и младшего школьного возраста: обзор исследований // Современное дошкольное образование. – 2021. – №4(106). – С. 22–33. DOI: 10.24412/1997-9657-2021-4106-22-33
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Аннотация
Актуальность тематики статьи. Уровень эмоциональной компетентности в раннем и дошкольном возрасте оказывает существенное влияние на становление личностных характеристик (самооценка, эмпатия, уровень деструктивной агрессии), успешность социального взаимодействия (способность к сотрудничеству, конфликтность, склонность к обману, зависти и проч.), а также вовлеченность ребенка в образовательный процесс и академические достижения в детском саду и школе.
Цель. На основе обзора исследований описать факторы семейной и образовательной среды, определяющие развитие способности регулировать и распознавать эмоции в дошкольном возрасте.
Описание хода исследования. В статье представлен обзор 57 зарубежных и отечественных источников, касающихся проблемы эмоционального развития детей дошкольного и младшего школьного возраста. Особое внимание уделено таким аспектам, как: влияние характеристик семьи и особенностей домашнего окружения, связь с речевым и физическим развитием, влияние факторов образовательной среды и связь с будущей школьной успешностью.
Результаты исследования. Сформулированы следующие выводы: возраст детей в дошкольный период жизни – значимый фактор повышения уровня эмоциональной компетентности. В начальной школе роль возраста снижается и далее оказывает существенное влияние уже в подростковом возрасте; определяющую роль в формировании эмоциональной компетентности играет семья и особенности домашней среды, где проходит раннее и дошкольное детство ребенка; уровень сформированности эмоциональной компетентности дошкольников и младших школьников значимо связан с уровнем речевого развития, как в части способности регулировать, так и распознавать эмоции.
Заключение. Уровень эмоционального регулирования, экспрессивности и способности распознавать эмоции в дошкольном и младшем школьном возрасте хорошо откликаются на целенаправленное педагогическое воздействие. Важным фактором эмоционального развития является стратегия ко-регуляции эмоций педагогом, особенно в детском саду; способность распознавать и регулировать эмоции в детском саду является значимым предиктором школьной успешности, с точки зрения уровня конфликтов с педагогами и сверстниками, вовлеченности в образовательный процесс, адаптации к школьной жизни, академической успеваемости.
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13. Cadima J., Barros S., Ferreira T., Serra-Lemos M., Leal T., Verschueren K. (2019) Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support. Early Childhood Research Quarterly 46, 75–86.
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15. Chen, S. H., Zhou, Q., Main, A., & Lee, E. H. (2015). Chinese American immigrant parents’ emotional expression in the family: Relations with parent's cultural orientations and children’s emotion-related regulation. Cultural Diversity and Ethnic Minority Psychology, 21, 619–629. http://dx.doi.org/10.1037/cdp0000013.
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23. Esther G.; Antonio H.J.; Aranzazu A.; Camino F.
(2010) Emotional regulation and executive function profiles of functioning related to the social development of children Procedia Social and Behavioral Sciences 5 2077–2081.
24. Flueckiger, L., Lieb, R., Meyer, A. H., Witthauer, C., & Mata, J. (2017). Day-to-day variations in health behaviors and daily functioning: Two intensive longitudinal studies. Journal of Behavioral Medicine, 40, 307–319. https://doi.org/10.1007/s10865-016– 9787-x.
25. Fujiki, M., Spackman, M. P., Brinton, B., & Hal, A. (2004). The relationship of language and emotion regulation skills to reticence in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 637–646.
26. Garbacz, L. L., Zychinski, K. E., Feuer, R. M., Carter, J. S., & Budd, K. S. (2014). Effects of teacher–child interaction training (TCIT) on teacher ratings of behavior change. Psychology in the Schools, 51, 850–865. http://dx.doi.org/10.1002/pits.21788.
27. Grosse, G., Streubel, B., Gunzenhauser, C., & Saalbach, H. (2019). Let’s talk about emotions: Childhood development of emotion lexicon as a semantic field. Manuscript in preparation.
28. Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45, 3–19.
29. Halberstadt, A. G., & Eaton, K. L. (2002). A meta-analysis of family expressiveness and children’s emotion expressiveness and understanding. Marriage & Family Review, 34, 35–62. http://dx.doi.org/10.1300/J002v34n01_03.
30. Haskett, M. E., Stelter, R., Proffit, K., & Nice, R. (2012). Parent emotional expressiveness and children’s self-regulation: Associations with abused children’s school functioning. Child Abuse & Neglect, 36, 296–307. http://dx.doi.org/10.1016/j.chiabu.2011.11.008.
31. Havighurst, S. S., & Harley, A. (2007). Tuning into kids: Emotional.y intelligent parenting program manual. Melbourne, Australia: University of Melbourne.
32. Hestenes L. L., Kintner-Duffy V., Chen Wang Y., La Paro K., Mims S. U., Crosby D., Scott-Little C., Cassidy D. J. (2015) Comparisons among quality measures in child care settings: Understanding the use of multiple measures in North Carolina’s QRIS and their links to social-emotional development in preschool. Early Childhood Research Quarterly 30, 199–214.
33. Holodynski, M., & Friedlmeier, W. (2006). Development of emotions and emotion regulation. New York, NY: Springer Science + Business Media.
34. Holodynski, M., Hermann, S., & Kromm, H.
(2013). Entwicklungspsychologische Grundlagen der Emotionsregulation [Developmental-psychological.y foundations of emotion regulation]. Psychologische Rundschau, 64(4), 196–207.
35. Jensen B., Jensen P., Rasmussen A. W. (2017) Does professional development of preschool teachers improve children’s socio-emotional outcomes? Labour Economics 45, 26–39.
36. Kühnhausen, J., Leonhardt, A., Dirk, J., & Schmi-edek, F. (2013). Physical activity and affect in elementary school children’s daily lives. Frontiers in Psychology, 4, 1–8. https://doi.org/10.3389/fpsyg.2013.00456.
37. Kyongboon Kwon, Kevin Kupzyk, Anna Benton (2018) Negative emotionality, emotion regulation, and achievement: Cross-lagged relations and mediation of academic engagement Learning and Individual Differences 67, 33–40.
38. Ku S., Feng X., Hooper E. G., Wu Q., Gerhardt M.
(2019) Interactions between familial risk profiles and preschoolers’ emotionality in predicting executive function Journal of Applied Developmental Psychology 63, 76–86.
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