本文主要的目的在經由探討人格心理學家對幼兒情緒發展的理論以及發展心理學 家對幼兒情緒了解所進行的研究，來描述幼兒的情緒發展情形，並依據這些描述進一步地提 出對幼兒情緒輔導的一些建議。 在人格心理學家對幼兒情緒發展的描述方面， 本文呈現了 S. Freud 的情緒壓抑論、K. Homney 的兒童基本焦慮論、H. S. Sullivan 的「好我」與「 壞我」論、C.Rogers 的自我不一致論，以及 A.Bandura 的社會學習論。而在研究報告方面 ，本文呈現了近十年來約五篇有關幼兒情緒了解的研究結果。根據這些幼兒情緒發展的理論 及幼兒情緒了解的研究發現，本文作者提出下列的有關幼兒情緒輔導的建議：(一 ) 接納幼 兒所有的情緒；(二 ) 欣賞幼兒情緒表達的多面性；(三 ) 以同理心為輔導幼兒情緒的起點 ；(四 ) 情緒的輔導蘊藏在日常生活與日常活動中；(五 ) 成人與幼兒之間的對話是情緒輔 導的重要方式；(六 ) 成人情緒表達的示範有助於幼兒的情緒表達學習。

　　　　　The purposes of this paper were to explore theories of young children's emotional development proposed by personality psychologists, to describe research findings on young children's emotion understanding concluded by developmental psychologists, and to further suggest how to facilitate young children's emotional development based on the descriptions of these theories and research findings. Theories of emotional development of S. Freud's, K. Horney's, H. S. Sullivan's, C. Rogers', and A. Bandura's and findings of five studies done during recently ten years were presented. Based on thedescriptions of these theories and research findings, the author's suggestions for young children's parents and teachers were proposed as follows: (a)accepting young children's all emotional responses; (b) appreciating all kindsof young children's emotional experiences; (c) employing the attitude ofempathy to approach young children's emotional experiences; (d) guidingyoung children's awareness and expression of emotion in everyday's life anddaily activities; (e) using dialogue between adults and young children toapproach children's emotion; and (f) playing the role of a model of youngchildren's learning how to express their emotion.