The Effects of Parent-Child Reading Skill on Preschoolers’ Emotional Understanding and Emotion Regulation

• Main Authors: Yen, Chia-Chen, 顏嘉辰
• Other Authors: Tsai, Min-Ju
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/67246672087958009547

碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 102 === The purpose of this study is to explore the effects of parent-child reading skill on pre-schoolers’ emotional understanding and emotional regulation. There are 3 classes from public kindergartens in Tainan City. A pretest-posttest control group design is adopted for the experiment in this study. One week before the experiment, the experimental group 1(EG1) ,experimental group 2(EG2) and the control group(CG) took two pretests, Test of Emotion Comprehension (TEC) and Children Emotional Development Scale (CEDS). Moreover, the parents of the EG1 accepted the dialogical emotional reading training, and used the skill to read picture books about emotion with children. The parents of the EG2 read picture books about emotion with children in the common way. And the parents of the CG read picture books about animals with children in the common way. During the 8-week study, 3 groups had to read 2 books each week. For the posttest, 3 groups took the TEC and CEDS after the experiment for comparative analysis with the pretest. Based on the data analyses, the major findings of the study are summarized as follows: 1.There is a significant difference in Children Emotional Understanding in the EG1. 2. There is a significant difference in Children Emotional Regulation in the EG1. 3. There is a part of significant difference in Children Emotional Understanding in the EG2. 4. There is a significant difference in Children Emotional Regulation in the EG2. 5. There is no significant difference in Children Emotional Understanding in the CG. 6. There is no significant difference in Children Emotional Regulation in the CG.