家庭数码设备使用与幼儿社会情感能力关系的研究

数字化时代，数码设备已融入幼儿生活的方方面面。为探究幼儿家庭数码设备拥有及使用情况，分析其与幼儿社会情感能力之间的关系，采用《幼儿家庭数码设备使用经验调查问卷》《中国幼儿社会情绪能力量表（CICSEC）》，对随机抽样的5省份2591个家庭中的3-6岁幼儿家长进行调查。结果表明：幼儿首次使用数码设备的年龄、平均每天使用时间、父母监督类型、使用数码设备后的讨论情况等方面的差异对其社会情感能力总体发展以及认知控制、情感表达、情绪调节、共情和亲社会行为各维度均有显著性影响。教育建议：重构家庭数码生态，教育行政部门制定科普指南、加强幼儿数字化资源库建设，幼儿园实施家园共育，社区有效参与，构建“家—政—园—社”四级协同育人机制，满足幼儿个性化发展需求，助力幼儿健康成长。

Research on the Relationship Between Home Digital Device Use andPreschoolers’Social-emotional Competence

In the digital age，digital devices have been integrated into all aspects of children’s lives. It is of great significance to ex⁃plore the ownership and use of digital devices in families and analyze the relationship between it and children’s social emotional abili⁃ty. The parents of children aged 3-6 in 2591 families in 5 provinces were randomly investigated by using the“Questionnaire on the Ex⁃perience of Using Digital Devices in Children’s Families”and the“Chinese Children’s Social Emotional Competence Scale（CIC⁃SEC）”. The results showed that the differences in the age of the first use of digital devices，average daily use time，parental supervisiontype，and discussion after using digital devices had significant effects on the overall development of social emotional competence aswell as cognitive control，emotional expression，emotional regulation，empathy，and prosocial behavior dimension. It is suggested thatthe family digital ecosystem should be reconstructed. The education administrative department should formulate popular science guide⁃lines and strengthen the construction of digital resources for children. Kindergartens should work together with parents，and the commu⁃nity should participate effectively to jointly build a four-level collaborative educational mechanism of“Family-Government-Kindergar⁃ten-Community”to satisfy the individualized development needs of children and help them grow up healthily.