| Summary: | 碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 95 === This study focused on the after school child care teachers’ behavior regarding socialization of emotion for the first-grade children, possible affected factors and the
relationship between both. Two first-grade teachers worked for private after school child care institution were the major targets for this study. The data was obtained by
observation, interview and documentary survey. Findings of this study were as below.
1. The after school child care teachers’ behavior regarding socialization of emotion
for the first-grade students included “learning schoolwork mode” and “interpersonal
relationship mode”, and three methods about modeling, coaching, contingent responding.
Under after school child care ecology, teachers often cared about focused on “studying schoolwork” for the first-grade children by the following responding and negative modeling strategies. i.e. attention focusing, retaining calm, self-regulating, and controlling oneself. Teachers helped children’s the emotional interpersonal relationship by showing them how to be warm, empathetic, independent and autonomous.
2. Children and teacher are the factors in the micro system for affecting the after school child care teachers’ behavior regarding socialization of emotion for first-grade children. ”Schoolwork enhancement” was regard as included the teachers’ responsibility
and the teachers were not aware their significant role regarding socialization of emotion.
It shows the teachers’ behavior regarding socialization of emotion for the first-grade students is a non-conscious natural response.
3. School, family and private after school child care institution were the factors in the micro system for affecting the after school day care teachers’ behavior regarding socialization of emotion for the first-grade children. In order to make a good connection of these three areas, the close communication for teachers was necessary. When their emotional experiences among the three contexts were associated by the after school
teachers’ effort of communication, the first-grade children could be most benefited. Finally, the some suggestions for guiding children’s emotion development were provided for the teacher education institutes, primary school education, after school day care and socialization of emotion points of view.
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