2014年--外文翻譯--學齡前兒童情感發(fā)展的非言語語言交際的應用（節(jié)選）

1、<p>　　中文3180字，1890單詞，1萬英文字符</p><p>　　出處：Paunescu A, Indreica S E. USE NON-VERBAL COMMUNICATION IN PRESCHOOLERS EMOTIONAL DEVELOPMENT[J]. Journal Plus Education, 2014, special issue:283-292.</p>&

2、lt;p>　　USE OF NON-VERBAL COMMUNICATION IN PRESCHOOLERS EMOTIONAL DEVELOPMENT</p><p>　　A Paunescu，SE Indreica</p><p><b>　　ABSTRACT</b></p><p>　　This article is based o

3、n a study which consisted of the analysis of the non-verbal</p><p>　　language used by preschoolers and materialized into a didactic experiment that started off with the assumption that emotional development

4、in preschoolers can be achieved by means of non-verbal communication, with the aim of optimizing the relationship among the group members. The experimental group and the control group, homogenous from a psycho- social an

5、d educational viewpoint, consisted of 20 children, each. The experiment unfolded over the period of a school year and focused on the preschool</p><p>　　KEYWORDS: communication, non-verbal language, emotional

6、 development.</p><p>　　INTRODUCTION</p><p>　　Preschool is a period when children make use of intense receptiveness, sensitivity and physical flexibility. Hence the necessity to enhance the presc

7、hooler’s creative potential, to shape and develop his/her cognitive,</p><p>　　affective and social action self. One of the best ways to do so is permanent</p><p>　　communication [1].<

8、/p><p>　　Communication is a support used for shaping the mechanisms of the child’s thought memory, imagination and intellectual development. With the help of communication, the pre-schooler succeeds in detachin

9、g from the material reality, gaining experience [2]. By communication, one exchanges meanings; there must be a connection between the participants in the communication process – sender and recipient –, at least one given

10、 by a common code used for encoding and respectively, for decoding the message </p><p>　　COMMUNICATION AND EMOTION</p><p>　　Man is a social being. Above all, man needs to communicate. Neverthele

11、ss, what he first communicates are his emotions.</p><p>　　Non-verbal Communication</p><p>　　In the context of communication, non-verbal language weighs the most [4]. Even though it has been pres

12、ent in the relationships between people since humanity began, non-verbal communication gained increasing importance in the past the past 40 years, given its use at such a large scale in relation to verbal and paraverbal

13、communication.</p><p>　　Non-verbal communication is the process of communication by means</p><p>　　of which messages are sent without the use of words. Non-verbal communication is accomplished b

14、y gestures, touch, body language or posture, facial expressions and eye contact [5].</p><p>　　Likewise, non-verbal communication can also be accomplished by means of certain objects, such as clothing or hair

15、-combing or walking. Symbols are also means of communication and speech can include non-verbal elements known as paralanguage: tone, rhythm, intonation, accent, emotions and speech style. Written texts can also include n

16、on-verbal elements given by style, spatial setting of words or by the use of emoticons.</p><p>　　The way in which we listen to what we are told, the means of looking, the way we move and react, show our inte

17、rest, our desire to connect with the others and the trust we give them, or, on the contrary, our lack of interest, mistrust or confusion. Likewise, non-verbal communication can bring forward our true thoughts, feelings o

18、r intentions [6]. That is why the correct interpretation – as well as the correct transmission – of non-verbal messages is important and identifying the true mental state</p><p>　　Nevertheless, a second extr

19、emely important aspect in relation to non- verbal communication is given by its universality and its applicability in all fields of life. The signals transmitted through non-verbal communication play the following roles

20、[7]: repetition, substitution, completion, misguidance, regulation and emphasis.</p><p>　　Non-verbal Indicators of Emotions</p><p>　　Facial expressions. The human face is extremely expressive, c

21、apable of rendering infinite emotions without saying a word. As opposed to other forms of non-verbal communication, facial expressions are universal and moreover, they are born, deeply imprinted in our brains, thus, they

22、 do not fall into the category of acquired skills. Happiness, sadness, anger, surprise, fear, disgust and contempt are expressed the same way, irrespective of gender, age, race or culture. Such affirmation were also mad&

23、lt;/p><p>　　that “the same physical state is expressed worldwide with a remarkable homogeneity”.</p><p>　　Paul Ekman has studied facial expressions closely and his conclusions are extreme

24、ly important. He is the one who supported the idea of the facial expressions’ and of emotions’ universality starting from the premise that all people have the same number of facial muscles [9]. He concluded that, emotion

25、s – which cause the tension of different muscles – lead to the same expressions in all parts of the world. In order to decode basic emotions (happiness, surprise, fear, anger, disgust or sadness) Ekm</p><p>

26、　　To mime is the expression of feelings, thoughts and emotions. It deals with the movement of facial muscles, with its aspects and mimic game. It serves both for the expression of one’s own feelings, as well as of other’

27、s feelings in the case of actors. Among all the body’s reactions, to mime is the one that reflects feelings directly. Facial muscles consist of 80 large and small muscles, which express a limited number of expressions by

28、 means of different combinations. Each side of the face is coo</p><p>　　Body language of hands. Manual communication is among the most demonstrative means of expression our body offers. We make use of our ha

29、nds to show what we think, to make our desires known and to show our way of being. Hands can express what words cannot or refuse to express. Likewise, hands can account for our relationship with the surrounding world, as

30、 a gauge of our social skills or an indicator by means of which we shape our external relations. The position of hands and the gestures we make u</p><p>　　Body language of legs. The French scientist Marcel S

31、andrail said that the mystery of man is not what the man hides but what he shows to the others. Starting from this quote, it is interesting to decipher someone’s thoughts and to pay attention especially to facial express

32、ions, paralanguage and gestures, but how many of us are paying attention to the legs of our interlocutors. Preschoolers are often express themselves naturally and spontaneous by moving their legs [11].</p><p&g

33、t;　　A lateral movement of the legs from a sitting position can indicate joy, happiness. In exchange, the repeated front crossing of the legs during the</p><p>　　activity can be understood as

34、impatience or disinterest for the unfolding activity.</p><p>　　Posture. The perception upon people is affected by the way in which they sit or stand and by the way they walk or hold their heads. The way

35、 in which we move or stay still transmits a lot of information to the others. Children are very expressive in this regard. In order to become the leader in their group among their group of friends, they will have a firm

36、posture, keep their backs straight and hold their heads up, as well as holding their shoulders backwards, all of these translating self-confi</p><p>　　Gestures. Gestures are the most frequent form of non-ver

37、bal communication. People wave their hands, point at things, make gestures when they speak, nod for approval or shake their heads for disapproval, raise the shoulders when they do not know something, raise one shoulder w

38、hen they have something to hide or move their feet when they are impatient etc. Desmond Morris talks about six gesture categories, i.e.: expressive gestures copied gestures, schematic gestures, symbolic gestures, technic

39、al g</p><p>　　Eye contact. The way in which we look at someone can communicate many things, such as: interest, affection, hostility or attraction. Among the ones that analysed the functions of eye contact ar

40、e Michael Argyle and Janet Dean [14], who underline the importance of eye contact in different situations.</p><p>　　METHODS AND RESULTS</p><p>　　This article is based on a study of the analysis

41、of non-verbal language used by pre-schoolers and then materialized into a didactic experiment.</p><p>　　Scope of study – the analysis of methods by means of which</p><p>　　preschooler

42、s should be able to develop and to optimize their emotional and communication skills.</p><p>　　Among the objectives, we mention: identifying and analysing preschoolers’ non-verbal behaviours; and identifying

43、 and analysing preschoolers’ emotional language elements.</p><p>　　Hypothesis: pre-schoolers’ emotional development can be improved by means of non-verbal communication, aiming at the optimization of relatio

44、nships among the group members.</p><p>　　The experimental group (EG) and the control group (CG), homogenous from a psycho-social and educational viewpoint, consisted of 20 children aged</p><p>　

45、　between 5 and 6 years old. The criteria based on which the research groups were analysed, were as follows:</p><p>　　children’s age;</p><p><b>　　gender;</b></p><p>　　the

46、 environment (rural/urban) where they grew up;</p><p>　　the conditions in which they lived;</p><p>　　their family members.</p><p>　　The experiment unfolded throughout a school year

47、(2011-2012), with focus on the preschoolers’ acquaintance with their own emotions and on identifying their colleagues’ emotions by decoding non-verbal indicators.</p><p>　　The used methods and instruments we

48、re the following:</p><p>　　non-verbal language encoding/decoding tests;</p><p>　　sociometric test;</p><p>　　emotional indicators observation chart.</p><p>　　Both the pr

49、e-testing and the post-testing assessed the non-verbal communication encoding/decoding and the emotional development degree of the two groups (EG and CG). This article will only indicate the results of the sociometric te

50、st.</p><p>　　In the pre-testing phase, the research starting point consisted in the sociometric study. Preferences by pairs were observed in both groups, the number of rejections being rather high. Based on

51、the results, we planned for the EG in the experimental group activities that aimed at positively orienting the relationships among the group members.</p><p>　　Nevertheless, by comparing the data obtained for

52、 the preference indicators (PI) we may observe that the PIs obtained by the CG have closer values and the differences are not high (the maximum value is 0.84 and the minimum value is -1.42, while for the EG, the maximum

53、value is 1.10, and the minimum value is -1.90) denoting a better homogeneity of relationships in the CG.</p><p>　　學齡前兒童情感發(fā)展的非言語語言交際的應用</p><p><b>　　摘要：</b></p><p>　　這篇文章基

54、于一項研究，包括分析學齡前兒童使用的非言語語言和具體化為教誨的實驗。開始時假設為了優(yōu)化集團成員之間的關系，學齡前兒童的情緒發(fā)展可以通過非言語語言。從社會心理和教育的角度看將實驗分為實驗組和對照組，每組包括20名兒童。實驗在一學年的時間內展開并且側重于學齡前兒童承認自己的情緒和識別他們同伴的情緒的非言語語言指標的標識。使用的方法和工具如下：非言語語言編碼和解碼測試，社交測試和一個情緒指標觀測圖。預測實驗 和后測實驗都評估了非言語語言交際的

55、解碼和編碼和兩組的情感發(fā)展程度。實驗結果證實了一般的假設以及特定的假設。得出的普通結論為：通過非言語語言的指標承認自己的情緒對獲取所有其他情緒的技巧是至關重要的。這也是社會適應的來源。</p><p>　　關鍵詞：交流、非言語行為、情感的發(fā)展。</p><p><b>　　1. 緒論</b></p><p>　　學齡前是孩子使用強烈的感受性、敏

56、感性和身體的靈活性的時間段。因此，必須加強學齡前兒童的創(chuàng)造性潛力，塑造和培育其認知、情感和社會自我行為。這樣做的最佳方法之一是永久性交流。</p><p>　　交流是用來塑造孩子的思想記憶、想象和智力發(fā)展的機制支持。在交流的幫助下，學齡前兒童成功脫離物質現(xiàn)實，獲得經(jīng)驗。通過溝通即交換的意思；在交流過程中參與者之間必須有一個連接，發(fā)送者和接收者，且至少有一方給出了常見的代碼分別用于編碼和被傳送的消息的解碼。<

57、/p><p><b>　　2. 溝通與情感</b></p><p>　　人是社會動物。首先，人需要溝通。不過，人首先要交流的就是情感。</p><p><b>　　非言語語言溝通</b></p><p>　　在交流的框架中，非言語語言最總要。雖然從人類開始就一直存在于人與人之間的關系中，非言語語言交際在

58、過去的40年中得到越來越多的重視，鑒于其在有關言語和副語言通信中這樣大規(guī)模的使用。</p><p>　　非言語語言交際是交際的消息發(fā)送卻沒有詞的使用的過程。非言語語言交際通過手勢、觸摸、身體語言或姿勢、面部表情和眼神交流來完成。</p><p>　　同樣，非言語語言交際也可以通過某些對象，如衣服、頭發(fā)梳理或行走來完成。符號也意味著通信，并且語言可以包括非言語因素稱為副語言：語氣、節(jié)奏、語調

59、、口音、情緒和言語風格。書面的文本還可以包括非言語語言的因素的風格，單詞的空間設置或表情符號的使用。</p><p>　　我們聽我們被告知的東西的方式，我們看的方式，我們移動和反應的方式表明了我們的興趣，與他人連接、信任他人的愿望，或者，相反，我們缺乏興趣、不信任或困惑。同樣，非言語交際也可以表達出我們的真實想法、感情或動機。這也就是為什么非言語交際正確地解釋以及正確地傳輸是重要的。確定那些與我們溝通的人的真實心

60、理狀態(tài)取決于我們解釋非言語語言信息的正確性。</p><p>　　然而，第二個極其重要的方面與非言語語言交際的普遍性及其在生活的所有領域的適用性有關。非言語語言交際的訊號發(fā)揮以下作用；重復、替代、完成、誤導、監(jiān)管和強調。</p><p>　　2.2 非言語語言的情緒指標</p><p>　　面部表情：人臉是極具表現(xiàn)力的，能夠呈現(xiàn)出無限情感卻沒有說一句話。相對其他形式

61、的非言語語言交際，面部表情是普遍的而且，它們天生地深深地烙印在我們的大腦，因此，它們不屬于掌握的技能類別。不論性別、年齡、種族或文化，幸福、悲傷、憤怒 、驚訝、恐懼、厭惡和鄙視都以同樣的方式表示。達爾文也曾持這樣的主張，其結論是，“同樣的物理狀態(tài)在世界范圍內表現(xiàn)出明顯的同質性?！?lt;/p><p>　　保羅.艾克曼仔細地研究了面部表情，他的結論是非常重要的。他支持的觀點是從所有人都有相同數(shù)目的面部肌肉的前提出發(fā)，面

62、部表情和情緒才具有普遍性。他得出結論，情緒--導致了不同肌肉的緊張—導致了世界各地同樣的表達方式。為了解碼基本情緒（快樂、驚訝、恐懼、憤怒、厭惡和悲傷）艾克曼和弗里森實施了面部動作編碼系統(tǒng)以確定所謂的行動單位可以被對話者不同的解剖和視覺識別。</p><p>　　模仿是表達情感、思想、和情緒。它涉及面部肌肉的運動及其面貌的模仿游戲。對于電影演員來說，它既能服務于自己感情的表達，也能服務于感受他人的感受。在所有的身

63、體反應中，模仿是能直接反應情感的身體反應。面部肌肉包括80個大的、小的肌肉，通過不同的組合來表達有限的表達方式。臉部的每一個側面都是由一個大腦半球來協(xié)調的；右邊的大腦半球控制左邊的臉部，反之亦然。這就是為什么大多數(shù)人發(fā)現(xiàn)左半邊臉比右半邊臉更容易微笑。</p><p>　　肢體語言:手勢溝通是我們身體所提供的最具示范性的表達方式之一。我們用雙手來展示我們的想法，表明我們的欲望，表現(xiàn)我們的存在方式。手可以表達詞所不能

64、表達或拒絕表達的東西。同樣，雙手也可以解釋我們與周圍世界的關系，作為我們社會技能的衡量指標，也可以用它來衡量我們的外部關系。我們用雙手所做的姿勢和手勢，出賣了一個人的性格和行為。與成人相似，當我們從頭到腳打量他們時，孩子們試圖用臉和手掩飾情緒，他們意識不到這些運動可以背叛他們。</p><p>　　肢體語言：法國科學家馬塞爾桑德羅爾說人的秘密不是人隱藏的東西而是他展示給別人的東西。這句話很有意思，它破譯了他人的思

65、想且關注尤其是面部表情，副語言和手勢，但我們中有多少人關注我們的對話者的腿？學齡前兒童常常自然地表達自己且自發(fā)的移動其雙腿。 </p><p>　　從雙腿往外側的坐姿可以顯示快樂，幸福。作為交換，在活動期間重復前面交叉腿可以理解為不耐煩或不感興趣代表著不想開展活動。 </p><p>　　姿勢：對人的看法是受他們坐或站立的方式的影響以及他們走路或保持昂首的姿勢的影響。我們移動或停留的方式還

66、是向其他人傳遞了很多信息。兒童在這方面很有表現(xiàn)力。為了成為他們的朋友群體中的領導者，他們將有一個堅定的姿態(tài)，保持自己的背直，并保持自己的頭昂著，以及保持自己的肩膀向后，所有這些展現(xiàn)了他們的自信和決心。同時，他們可以通過一個彎曲的身體姿勢來表達保留，甚至恐懼，他們的肩膀向前和向下傾斜。手勢的簡單性和自發(fā)性，自由和不受控制的表現(xiàn)為我們的孩子的情感狀態(tài)提供了寶貴的跡象。 </p><p>　　手勢：手勢是最常見的非言語

67、語言交流形式。人們揮舞著他們的手，指著東西，做手勢說話時，點頭贊許或搖頭反對，對于他們不知道的東西時，他們會聳肩，當他們有隱瞞的東西時，他們會抬高一個肩膀，當他們不耐煩的時候，會移動雙腳。德斯蒙德莫里斯談到六手勢的類別，即：表現(xiàn)手勢，模仿手勢，示意手勢，象征性的姿態(tài)，手勢和編碼技術。羅杰.阿克斯特爾只關注重要的三類手勢：本能的手勢，編碼（或技術）的姿態(tài)和手勢，通過因自己的文化而獲得的手勢。 </p><p>　　

68、目光接觸：我們看待某個人的方式可以傳達很多東西，比如：興趣、感情、敵意或吸引力。那些進行分析目光接觸的功能的人中，米歇爾.阿蓋爾和珍妮特院長強調在不同情況下的目光接觸的重要性。 </p><p>　　3. 方法與結果 </p><p>　　本文是基于對非言語語言的學齡前兒童使用的分析研究并具體化為一個教學實驗。 </p><p>　　研究范圍:方法分析指學齡前兒童

69、應該能夠開發(fā)和優(yōu)化他們的情感和溝通技巧。 </p><p>　　目標之間:我們提到：識別和分析兒童非言語語言行為；識別和分析幼兒情感語言元素。 </p><p>　　假設：學齡前兒童的情緒發(fā)展可以通過非言語語言交際手段改進，目標是優(yōu)化集團成員之間關系。 </p><p>　　實驗組（EG）和對照組（CG），均從社會心理和教育的觀點，包括20個5歲和6歲之間的兒童。對

70、研究組進行了分析，如下：</p><p>　　孩子們的年齡 </p><p><b>　　基因</b></p><p>　　成長環(huán)境(鄉(xiāng)村/城市)</p><p><b>　　居住條件</b></p><p><b>　　他們的家庭成員 </b&

71、gt;</p><p>　　實驗的展開整個學年（2011-2012），重點在于對幼兒認識自己的情緒和非言語的解碼識別他們的同伴的情緒的標識。</p><p>　　所使用的方法和儀器如下</p><p>　　非語言語言編碼/解碼試驗</p><p><b>　　社會經(jīng)濟的試驗 </b></p>&l

72、t;p><b>　　情感指標觀察圖</b></p><p>　　無論是預測試驗還是后測實驗都評估了非言語語言交際的編碼/解碼和兩組的情感發(fā)展程度（組）。本文將只顯示社交試驗結果。</p><p>　　在預測試驗階段，研究的出發(fā)點是社會人際關系的研究。通過對兩組偏好觀察，被拒絕的數(shù)量是相當?shù)母?。根?jù)研究結果，我們計劃在實驗組的活動中，旨在積極定向的群體成員之間的關