Teachers' Support to Development of Emotion Regulation in Young Children

2018 Fiscal Year Final Research Report

• Project/Area Number: 24730555
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Educational psychology
• Research Institution: Nagasaki University (2013-2018); Hijiyama University (2012)
• Principal Investigator: MORINO Miwo 長崎大学, 教育学部, 准教授 (00413659)
• Research Collaborator: HAMAZAKI Takashi 鳴門教育大学 ; IIMURE Etsuko 大東文化大学 ; KATOH Takashi 長野県立大学 ; TONEGAWA Akiko 東京大学, 大学院教育学研究科
• Project Period (FY): 2012-04-01 – 2019-03-31
• Keywords: 情動調整 / 保育者 / 幼児期

Outline of Final Research Achievements

The aim of this study was to investigate how teachers at kindergarten socialize children’s emotion.　After reviewing prior research, longitudinal observations were conducted on interactions between children and teachers during daily morning assembly at kindergarten and school hours at elementary school.　Observation was made from the standpoint of moderate participation.　The results indicate that (1) There is a possibility that teachers at kindergarten stimulate autonomous emotion regulation while taking a role as “a stage hand”in the creation of opportunities for emotion regulation by children themselves. On the other hand, they act also assertively as “an agent” who regulates children’s emotions, (2) At elementary school teachers sometimes require children to regulate their emotions according to school rules and evaluation code.　Teachers’role in the development of emotion regulation at kindergarten and the one at elementary school were different.

Free Research Field

保育学　発達心理学

Academic Significance and Societal Importance of the Research Achievements

研究成果の学術的意義、社会的意義は下記の3点に集約される。1.近年、社会的にも学術的にも検討ニーズが高まっている情動調整を取り上げた点。2.情動調整研究の中で、検討が必要であるにもかかわらず知見が少ない、「幼児期における情動調整の発達的変化に保育者がどのような役割を果たしているか」を長期にわたって検討し、小学校との比較も行った点。3.2.の検討の際、情動をOn time で捉える工夫をし、ネガティブ情動に加えてポジティブ情動も検討対象とし、感情発達研究に質的知見を提供した点。