托育机构保育人员情感支持对婴幼儿的身心健康发展，以及日后的社会性和学术发展都具有十分重要的意义。当前，相关政策强调保育人员需要提供支持性环境，满足婴幼儿情感需求。同时，我国托育机构保育人员情感支持质量的研究匮乏。为了探究保育人员情感支持质量的现状，本研究以观察法为主，访谈法为辅，对北京市Y机构9位保育人员的90个活动进行现状评估和典型问题剖析。研究包括两部分：一是托育机构保育人员情感支持质量的现状；二是不同活动类型中托育机构保育人员情感支持质量的现状。

首先，本研究对保育人员情感支持质量的现状和典型问题进行分析。研究表明，保育人员情感支持总体质量处于中等偏高水平，但各维度仍存在典型问题：消极氛围上，保育人员频繁表达轻微的消极情绪且有时通过限制或取消幼儿的权利来建立惩罚控制；积极氛围上，保育人员缺乏师幼多轮次双向互动的意识和能力；尊重幼儿观点上，保育人员主控性和权威感较强；教师敏感性上，保育人员多敷衍或忽略回应幼儿情绪。

其次，本研究对不同活动类型中保育人员情感支持质量的现状进行分析和比较。研究表明，三种活动中，保育人员情感支持质量总体水平、积极氛围维度和尊重幼儿观点维度都存在显著差异。三种活动中保育人员情感支持质量在积极氛围维度和尊重幼儿观点维度的差异特点主要体现在：师幼互动与情感表达、活动中心与主导地位、活动规则的强调与执行、活动节奏与个性化调整四个方面。其中，生活活动在差异特点中主要存在的问题为：师幼互动多单向指令，保育人员情感表达平静冷淡，高度控制进餐任务，教条执行进餐规则，统一调整进餐节奏。自由活动在差异特点中主要存在的问题为：师幼互动随意，保育人员情感表达不稳定，刻板强调活动规则，严格把控活动时间。集体活动在差异特点中主要存在的问题：保育人员主导部分活动，忽略幼儿个性化需求。

基于以上研究结果，本研究提出以下建议。首先，保育人员应深化情感支持理念，提升情感支持能力：第一，科学看待幼儿违规行为，善用正强化代替惩罚控制；第二，抓住双向交流话题契机，创设符合发展规律的语言环境；第三，内化幼儿为中心的理念，尊重并耐心引导幼儿表达意愿；第四，提升完善情绪回应观念，根据不同情感需求个性化回应。其次，保育人员应针对性改进不同活动中的情感支持质量：生活活动中保育人员应重新审视活动价值、自身定位和活动规则；自由活动中保育人员应保持情感态度一致性、活动规则和时间灵活性；集体活动中保育人员应充分考虑年龄适宜性和个体差异性。最后，托育机构应开展关于幼儿身心发展规律和情感支持知识与技能相关的保育人员培训。

The emotional support of caregivers in childcare institutions is great significant to the physical and mental development of infants and toddlers, as well as to their social and academic development in the future. Currently, relevant policies emphasize that caregivers need to provide a supportive environment to meet the emotional needs of infants and toddlers. At the same time, there is a lack of research on the quality of Chinese caregivers’ emotional support in childcare institutions. In order to explore the current situation of the quality of caregivers’ emotional support, this study uses observation as the main method, supplemented by interviews, to  evaluate the current situation and analyse typical problems of 9 caregivers’ 90 activities from Y Institution in Beijing. The research includes two parts: One is the current situation of caregivers’ emotional support quality in childcare institutions; the other is, in different types of activities, the current situation of caregivers’ emotional support quality in childcare institutions.

Firstly, this study analyses the current situation and typical problems of the caregivers’ emotional support quality. The research shows that the overall quality of emotional support is little higher than medium level, but typical problems still exist in each dimension: In Negative Climate, caregivers frequently express mild negative emotions and sometimes establish punitive control by limiting or abolishing toddlers’ rights; In the Positive Climate, caregivers lack the awareness and ability of two-way interaction between teachers and toddlers; In the Regard for Child Perspectives, caregivers still have strong sense of control and authority; In the Teacher Sensitivity, caregivers ignored or responded to toddlers’ emotions perfunctorily.

Secondly, this study analyses and compares the current situation of caregivers’ emotional support quality in different types of activities. The results show that there were significant differences in the overall level of emotional support quality, Positive Climate dimension and Regard for Child Perspectives dimension among the three activities. In the three activities, the differences of emotional support quality of caregivers in Positive Climate dimension and Regard for Child Perspectives dimension are mainly reflected in four aspects: Teacher-child interaction and emotional expression, activity center and dominant position, emphasis and operation of activity rules, activity rhythm and personalized adjustment. There are some problems in the quality of emotional support of caregivers in life activities: The teacher-child interaction has multiple one-way instructions, the emotional expression is calm and cold, the dining task is highly controlled, the eating rules are implemented strictly, and toddlers’ dining rhythm is adjusted uniformly. There are some problems in the quality of emotional support of caregivers in free play activities: The interaction between teachers and toddlers is random, the emotional expression is unstable, the activity rules are emphasized rigidly, the activity time is controlled strictly; There are some problems in the quality of emotional support of caregivers in whole group activities: Caregivers dominate some activities and ignore toddlers’ individual needs.

Based on the above research results, this study proposed the following suggestions. Caregivers should learn the concept of emotional support and improve the ability of emotional support: First, treat children's violations scientifically and use positive reinforcement instead of punitive control; Second, seize the opportunity of two-way communication and create a language environment based on the law of children development; Third, internalize the child-centered concept, patiently encourage toddlers to express their opinions; Fourth, improve the concept of emotional response, response to toddlers’ emotional needs individually. Otherwise, caregivers should improve the quality of emotional support in different activities. In live activities, they should re-examine the value, orientation and rules of activities. In free play activities, they should maintain the consistency of emotional attitude, activity rules and time flexibility. In whole group activities, they should give sufficient consideration to age suitability and individual difference. Finally, child care institutions should organize caregivers’ training about the knowledge of toddlers’ physical and mental development, as well as the knowledge and skills of emotional support.