早期的儿童教育者往往是在内隐水平上关注儿童社会情绪发展,而不是做出外显的特定干预措施。但学前阶段又是儿童情绪和社会理解能力发展的关键期,也是问题开始显露的时期,本干预研究正是针对此问题提出的,具有一定的实践意义,同时也能为理论研究提供一些依据。 Early childhood educators tend to focus on children’s emotional development at the implicit level rather than making explicit explicit interventions. However, the pre-school stage is also a crucial period for the development of children’s emotional and social understanding ability, and is also the period when the problem begins to be revealed. This intervention study is precisely aimed at this issue and has certain practical significance. It can also provide some evidences for theoretical research.