Abstract:

Emotional ability is an important factor in promoting individuals to complete developmental tasks such as emotional communication and peer interaction in the early stages. In order to verify the role of conversational reading in promoting the emotional ability of 3-6-year-old children, this study took 120 children as experimental subjects, based on the dialogic reading scheme of 36 emotional picture books,using 2 (groups: experimental group and control group) were adopted × 3 (grade: small class, middle class and large class) × 2 (time: pre-test, post-test) three-factor mixed experimental design for a three-month emotional ability training experiment. The results show that with the intervention of teacher-child dialogue reading, the emotional awareness and recognition ability, as well as emotional understanding ability of small-class children have improved rapidly; middle-class children are in a critical period for the development of emotional ability, and the intervention effect is better than that of other age classes; and the overall level of emotional ability of children in large classes before the experiment was relatively high, but their emotional regulation ability improved slowly during the intervention.

Key words: young children, dialogic reading, emotional ability, emotional picture book