幼儿情感教育作为幼儿教育的重要组成部分，对幼儿的健康成长起着至关重要的作用。
As an important part of preschool education emotional education is outmost importance to helping infants grow up healthy and sound.
幼儿情感易变，难于控制，家长应见机行事，对年龄稍大的孩子，要训练他自己控制情绪。
Teach the children to regulate their own emotions: kids are mutable and difficult to control; so parents should play to the score, and train elder children to control their own emotions.
“小闹”(Nao)设计用来模仿一岁幼儿的情感技能，并且能与友好待之的人交往。
Nao has been designed to mimic the emotional skills of a one-year-old child and is capable of forming bonds with people who treat it kindly.
每个幼儿都有权利以自己独特的方式感受音乐，享受音乐带来的快乐，参与各种音乐活动，表达个人独特的情感。
Every child has the right to its own unique way to experience music, enjoy music brought joy to participate in a variety of musical activities, a unique expression of personal feelings.
幼儿园方面，幼儿教师应该积极更新教育理念，培养自身良好的情感素质和善于挖掘课程资源的能力。
To the infant schools, the teachers should learn new theory of education, train their own good emotion, and tap the textbook for latent resources.
科学领域中幼儿的提问不仅是幼儿科学探究能力的一种外在表现，而且是其满足自身情感需要的内在途径。
Childrens question-asking is not only the explicit behave of the ability to make a research in the field of its, it s also the intrinsic way to satisfy their own emotional needs.
结论：让母亲参与婴幼儿保健促进了母子之间的情感交流，更有利于儿童健康成长。
Conclusion: the mothers' participation in infant healthcare can promote the emotional communication between mothers and children.
在《婴幼儿护理常识手册》这本书里，调查了孩子的情感和身体的成长。
"The Common Sense Book of Baby and child Care" examined the emotional and physical growth of children.
在幼儿园教学中运用多媒体技术，能有效地激发幼儿的学习兴趣、促进幼儿对教学内容的理解、化解教学的重点和难点、丰富幼儿的情感。
Applying multimedia technology in kindergarten teaching is helpful to arouse childrens learning interests, and improve their understandings, and enrich their feelings.
社会技能情感训练模式能显著提高幼儿社会技能的总体水平，其中，言语性社会技能的整体效果更加明显。
Emotional training model of social skill can enhance children's social skill markedly, but the verbal social skill's training effect is relatively more striking than emotional social skill.
幼儿园游戏教学的目的是让儿童在游戏活动中充分发挥其主体性，以培养儿童的情感、意志、灵感、直觉等主体人格特征。
The aims of play instruction in kindergarten are to make children have subjective development and to train childrens personality, such as feeling, will, intuition and inspiration.
不同收入幼儿教师在总体主观幸福感、生活满意度、负向情感及正向情感上均没有显著差异；
Teachers with different salary on the subjective well-being, life satisfaction, positive affect and negative affect are not significant;
不同收入幼儿教师在总体主观幸福感、生活满意度、负向情感及正向情感上均没有显著差异；
Teachers with different salary on the subjective well-being, life satisfaction, positive affect and negative affect are not significant;
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