2014年--外文翻译--学龄前儿童情感发展的非言语语言交际的应用（节选）

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1、 中文 3180 字， 1890 单词， 1 万英文字符 出处： Paunescu A, Indreica S E. USE NON-VERBAL COMMUNICATION IN PRESCHOOLERS EMOTIONAL DEVELOPMENTJ. Journal Plus Education, 2014, special issue:283-292. USE OF NON-VERBAL COMMUNICATION IN PRESCHOOLERS EMOTIONAL DEVELOPMENT A Paunescu， SE Indreica ABSTRACT This article is

2、based on a study which consisted of the analysis of the non-verbal language used by preschoolers and materialized into a didactic experiment that started off with the assumption that emotional development in preschoolers can be achieved by means of non-verbal communication, with the aim of optimizin

3、g the relationship among the group members. The experimental group and the control group, homogenous from a psycho- social and educational viewpoint, consisted of 20 children, each. The experiment unfolded over the period of a school year and focused on the preschoolers acknowledgment of their own e

4、motions and on the identification of their colleagues emotions by decoding non- verbal indicators. The used methods and instruments were as follows: non-verbal language encoding/decoding tests, sociometric tests and an emotional indicators observation chart. Both the pre-testing and the post-testing

5、 assessed the non-verbal communication encoding/decoding and the emotional development degree of the two groups (EG and CG). The results confirmed the general hypothesis as well as the specific hypotheses. As a general conclusion: the acknowledgement of ones own emotions, through the analysis of non

6、-verbal indicators, is essential to acquiring all the other(s) emotional skills, which are the source of social adaptation. KEYWORDS: communication, non-verbal language, emotional development. 1. INTRODUCTION Preschool is a period when children make use of intense receptiveness, sensitivity and physical flexibility. Hence the necessity to enhance the preschoolers creative potential, to shape and develop his/her cognitive, affective and social action self. One of the best ways to d