Alienation risks and countermeasures for preschoolers’ social-emotional expression in virtual interaction field
虚拟互动场域中学前儿童社会情感表达的异化风险与对策研究

摘要

数字媒介正在进入学前儿童的日常生活，该过程给儿童的社会情感发展带来新挑战；本研究采用问卷调查以及访谈法，分析199名学前儿童的媒介使用情况以及社会情感表达水平：其一，儿童社会情感能力是中等水平，情绪调节能力最弱；其二，几类媒介使用都与社会情感能力呈负相关，短视频对情绪调节的负面影响最突出；其三，家长干预方式的效果差别很大，向孩子解释规则以及后果的家长，他们的孩子在多项能力上得分更高，单纯限制时间这一做法则没有明显效果。结合上述发现，本研究从家庭教养、虚实衔接以及家园协同三个方向提出建议，以防范儿童情感表达的异化风险。

Abstract

Digital media are increasingly entering preschoolers’ daily lives, bringing new challenges to their social-emotional development. Using questionnaires and interviews, this study analyzed the media use and social-emotional expression levels of 199 preschoolers. First, children’s social-emotional competence was at a moderate level, with emotion regulation being the weakest. Second, several types of media use were negatively correlated with social-emotional competence, and short videos had the most prominent negative impact on emotion regulation. Third, the effects of parental intervention varied greatly: children of parents who explained rules and consequences scored higher in multiple abilities, whereas merely limiting screen time had no significant effect. Based on these findings, this study proposes recommendations in three directions—family parenting, virtual-real connection, and home-kindergarten collaboration—to prevent the alienation risk in children’s emotional expression.