The Action Research of Using Picture Books in Young Children''s Emotional Education

• Main Authors: Chi-min Wu, 吳啟敏
• Other Authors: Yi-kai Lin
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/40291331847073401844

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 101 === Childhood is the fundamental period for emotion development. It is important that kindergarten teachers to set examples through self-emotion control and guidance and create safe learning environment to conduct emotional education. There are three purposes in this research: 1. develop an emotional education curriculum using a set of picture books; 2. understand children emotional competence changes and development after using picture books in teaching process; 3. to promote teachers'' professional development for using picture books in young children''s emotional teaching. The subjects were young children between 4~6 years old. Quasi-experimental methods were used. 11 picture books were used to design a set of emotional teaching activities. The results were analyze deta from video taping, worksheet, observation, children emotional development scale, and parents'' feedbacks. The followings are the outcomes of the research: The research consists of two stages of picture books teaching: Basic emotional and emotional disturbance. Curriculum were structured as: 1. arouse motivations and picture book appreciation; 2. three stages discussion; 3.workseet and extended activities. This research is focused on teaching preparation, curriculum planning and Implementation, and post class reviewing. And hence develop a curriculum using picture books to help young children emotional development. Through using picture books in emotional teaching, young child reaction and quantitative data shown, there are changes and developments in the emotion ability of detection with recognize, comprehend , regulate, and expression. In the whole teaching process, researcher promote professional development through curriculum planning, implementation and reflection. The professional development include emotional education, educational belief, and teaching skills. The followings are the suggestions according to the research result analyses. 1. Education workers Emotional competence development affect young children’s learning and interpersonal relationship, so preschool have to implement it. Teachers should pay close attention to childrens’ behavior, and then take the chance to educate them. Video should be used in the classroom for post class review, and hence teachers'' professional development. Teachers themselves should be models of children. To keep close conversations with children is also recommended. Teachers are encouraged to share children''s performance in the class with their parents, in order to have closer parents-teach-students interactions .Teachers should develop more diverse activities by applying their personal interests and skills. 2. Future researcher To help young children develop better internalization and presentation, teachers can extend period for each teaching emotional content also teaching activities. Researchers are addressed to choose picture books carefully.