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This study aims to examine the use of picture stories as a medium in kindergartens and to conduct the emotion-related kindergarten curriculum. Subjects were mixed-age kindergarten children. The present study employed multiple methods to obtain multifaceted information, feedback and verification. There were three purposes in this research: 1. To develop an emotion-related education curriculum using a set of picture stories; 2. To analyze the impact of utilizing picture stories in instruction on preschoolers’ emotion; 3. To discuss the difficulties and solutions that teachers may encounter while implementing emotional education. Picture stories were employed in designing a set of emotional curriculum. The data from video tapes, worksheets, observation reports, and children emotional reaction scale were analyzed. The results revealed that, utilizing picture stories in teaching could help detect children’ literacy, understand the emotion of themselves and others, learn to express and regulate their emotions, and could enhance children’s emotional competence. As suggested by the study, picture stories could be included in curriculum. Teachers should pay close attention to childrens’ behavior, and educate them with proper emotional curriculum. Teachers themselves should be models of children, and to keep close conversations with children is also recommended.
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