| Summary: | 碩士 === 朝陽科技大學 === 幼兒保育系 === 107 === Emotions accompany the life of the individual. Good emotional regulation and expression can help individual Socialization. Adults should help preschool children are able to positive emotional regulation and expression, and guide children to emotional regulation by themselves.
The main purpose of this study is to understand the emotional regulation process of preschool children ,and the Strategies applied by Preschool educators in helping children’s emotion regulation.
This study is on qualitative research and conduct semi-structured indepth interviews with eight preschool educators. The following is the result of the study：
1. There are many ways for children to express their emotions, which can be divided into two types. One is often concerned about the ways of expression, such as attacking others, knocking objects, to injure themselves, crying, screaming, and not cooperating with activities etc. The other behavior is not obvious enough, need preschool educators’ careful observation, such as tearing skin around the nails or nervous facial expression.
2. The causes of children's emotions can be divided into two parts: children themselves and the environment. One, children themselves include four items, such as physiological condition, age, language expression ability and children's temperament. The other, the environment is divided into two parts: preschool and home.
3. The strategies applied by preschool educators in helping children’s emotion regulation is divided into three parts: methods to alleviate emotions, cultivating children's ability to regulate emotions, and the overall strategy by the environment.
(1) Methods to alleviate emotions：(a) keep switching games, no lessons;(b) give them space to calm down and allow time to digest their emotions; (c) distract attention; (d)company ; (e) to meet the requirements ; (f)give people or objects attached .
(2) Cultivating children's ability to regulate emotions： (a) communicate with children; (b) opportunities for children to communicate with each other; (c) set up an emotion course at the beginning of the semester; (d) Picture books; (e) positive encouragement and reward; (f) allow the requirements first and give the rules gradually; (g) give emotional experience and methods; (h) group discussion and practice methods of emotional regulation.
(3) The overall strategy by the environment： (a) teach by preschool educators 's own example; (b)another child served as a model; (c) scaffolding of peer ; (d) set the rules; (e) create a classroom atmosphere; (f)communicate with parents; (g) seek assistance.
(4) The difficulties by preschool educators in helping children’s emotion regulation is divided into five parts: deficiency of enough time, lack of ability, understaffed, think differently from parents or coordination preschool educators.
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