幼児期における感情表出についての認識の発達 : 5歳から6歳への変化 利用統計を見る
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(254) ' &+a*. ῌ῏῎῍ Bretherton, I. +33* Open communication and internal working models : Their role in the development of attachment relations. In R. A. Thompson (ed.), Socioemotional development. Lincoln, Nebraska : University of Nebraska Press. Pp. +ῌ/0. Campos, J. J., Campos, R.G., & Barett, K.C. +323 Emergent themes in the study of emotional development and emotion regulation. Developmental Psychology, ,/, -3.ῌ.*,. uv +330 w xy z{|} ~I ῌ I ,**. E'd ! s$ :
(255) = .+ , -/ῌ.3 Lazarus, R.S. +33+ Emotion and adaptation. Oxford : Oxford University Press. Lewis, M. +33- The emergence of human emotions. In M. Lewis & J.M. Haviland (eds.), Handbook of emotions. +st edition. New York : Guilford Press. Pp. ,,-ῌ,-/. ¡ ¢ ,**+
(256) £R¤E N ¥0¤¦ .- §¨ © pS +*+ ª ,**, « ¬ ¥0®© ¦ +2 p ,-ῌ.+ Piaget, J. +331 The moral judgment of the child. Translated by M. Gabain. Free Press : New York. Saarni, C. +333 The development of emotional competence. New York : Guilford. Saarni, C., Campos, J. J., Camras, L.A., & Witherington, D. ,**0 Emotional development : Action, communication, and understanding. In N. Eisenberg (ed.) Handbook of child psychology, sixth edition, vol.- : Social, emotional, and personality development. Pp.,,0ῌ,33. John Wiley & Sons, Inc. : New York. ¯° ,*** }±"² ³´ N ¤¦ ++ § © p -.2.. 103.
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(258) ..-, ( ,**0 ). Abstract. Preschool children’s views about functions of emotional expressions : The development from five-year-olds to six-year-olds. Yukari KUBO The purpose of this study is to explore the development of preschool children’s views about functions of emotional expressions. Twenty five-year-olds were interviewed and asked two kinds of question. One was on their own emotional expressions ; ”Have you ever felt happy (sad, or angry) in your preschool?”, “What kind of event made you happy (sad, or angry)?”, and “How do your classmates may react to your happy (sad, or angry) expressions?” The other kind of question was on others’ emotional expressions ; ”Have you ever seen that your classmates seem happy (sad, or angry) in your preschool?”, “What kind of events do you think made them happy (sad, or angry)?”, and “How would you react to their happy (sad, or angry) expressions?” They were interviewed again one year later (they then were six-year-olds) and asked the same questions. The findings were as follows ; (+) On happy expressions, about -/ῌ of the five-year-olds did not report functions of happy expressions. About half of the five-year-olds reported that happy expressions might bring about positive emotions and joint behaviors in the recipients. After one year almost all of them (six-year-olds) reported that happy expressions might bring about positive emotions and joint behaviors in the recipients. (,) On sad expressions, about -/ῌ of the five-year-olds did not report functions of sad expressions. About half of the fiveyear-olds reported that sad expressions might bring about sympathy and pro-social behaviors in the recipients. After one year almost all of them (six-year-olds) reported that sad expressions might bring about sympathy and pro-social behaviors in the recipients. It is suggested that the functions of happy expressions and sad ones become to be understood until six-year-olds. (-) On angry expressions, there was a di#erence between their own emotional expressions and the others. On their own angry expressions, some five-year-olds did not report any consequences ; the. 104.
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(260) / 0 . remainder of them reported that their own angry expressions might bring about negative emotions and bad feelings in the recipients. Even after one year the sixyear-olds responded the same way as the five-year-olds. On the other hand, on the others’ angry expressions, half of the six-year-olds reported that the others’ angry expressions might have constructive functions. For example, they reported that they might support the others, or they might ask why others got angry, or they might advise or moderate their conflicts. Constructiveness was not reported on their own angry expressions even by the six-year-olds. It is suggested that understanding the functions of the angry expressions may be more di$cult than happy ones and sad ones. It is also suggested that understanding of the functins of their own angry expressions may be more di$cult than those of others ones.. 105.
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