探究繪本融入情緒教育活動對幼兒情緒認知與調節能力之影響

The Effects of Emotional Learning on Kindergartners' Emotional Understanding and Emotion Regulation: The Effects of Children's Picture Books

10.6251/BEP.20110704

翟敏如(Min-Ju Tsai)

情緒教育 ； 情緒認知 ； 情緒調節 ； 繪本 ； children's picture books ； emotional learning ； emotion regulation ； emotional understanding

教育心理學報

44卷1期（2012 / 09 / 01）

27 - 47

繁體中文

本研究目的旨在探討繪本融入情緒教育活動對五至六歲幼兒情緒認知與情緒調節能力的影響力。 本研究以「準實驗」之實驗設計，來分析實驗效果是否因為不同之實驗處理（教學內容）而有所差異。 本研究實驗對象為高雄市某國小附設幼稚園中三個大班幼兒。本實驗隨機將三班幼兒分為：實驗組一：進行情緒繪本和與情緒無關的英文字母活動；實驗組二：進行情緒繪本和測量工具包括情緒認知問卷知與情緒調節量表。研究結果發現，於不同組別的教學活動前後，施測者運用情緒認知問卷測驗幼兒的情緒認知，各組間前後測的改變量具有顯著差異，其中實驗組二前後測的改變最顯著高於控制組，教師使用情緒調節量表評量幼兒的情緒調節能力上，各組間前後測的改變量也均發現具有顯著差異，實驗組一和二前後測改變量均顯著高於控制組。文末則針對繪本融入幼兒情緒教育活動研究做討論，並提出相關建議。

The purpose of this study was to investigate the impact of emotional learning, which applied children's picture books to the emotional understanding and emotion regulation of 5-and 6-year-old students. A quasi-experimental design was employed to examine the effectiveness of different treatments on children's emotional understanding and emotion regulation between treatment groups. The treatment groups were consisted of three kindergarten classrooms in the kindergarten of Siaogang elementary school, which is suited in Kaohsiung city. Three treatments conditions were randomly assigned to each treatment group: Experimental Group One was given children's picture books related to emotions and extra activities related to the English alphabet; Experimental Group Two was given children's picture books and extra activities related to emotions; and the control group was given children's picture books related to animals and extra activities related to the English alphabet Instruct ion assessments used in this study included the Emotion Recognition Questionnaire (ERQ), which measures children's emotional understanding and the Emotion Regulation Checklist (ERC), which assesses children' s emotion regulation. The results of the ERQ showed that there are differences between treatment groups. The mean difference (posttest minus pretest) for Experimental Group Two was significantly higher than that for the control group. The results of ERC showed that a statistically significant difference arose among the three treatment groups. The mean difference (posttest minus pretest) for Experimental Groups One and Two was significantly higher than that for the control group. Discussions and suggestions related to findings were offered.

1. 趙曉美(2009)。國小高年級兒童在校情緒表現與教師介入策略之研究—教師的觀點。教育心理學報，41，441-405。
   連結：
2. 黎樂山、程景琳、簡淑真(2008)。幼兒情緒調節策略、照顧者反應與幼兒氣質之關係。教育心理學報，40，283-302。
   連結：
3. Brown, J. R.,Dunn, J.(1996).Continuities in emotional understanding from three to six years.Child Development,67,789-802.
4. Camras, L. A.,Ribordy, S. C.,Hill, J.,Martino, S.,Spaccarelli, S.,Stefani, R.(1988).Recognition and posing of emotion expressions by abused children and their mother.Developmental Psychology,24,776-781.
5. Chang, L.,Schwartz, D.,Dodge, K.,McBride-Chang, C.(2003).Harsh parenting in relation to child emotion regulation and aggression.Journal of Family Psychology,17,598-606.
6. Cohen, J.(2001).Social and emotional education: Core concepts and practices.Caring classrooms/intelligent schools: The social emotional education of young children,New York, NY:
7. Conduct Research Prevention Group(1999).Initial impact of the fast track prevention trial for conduct problems: I. the high-risk sample.Journal of Counseling and Clinical Psychology,67,631-647.
8. Coody, B.(1997).Using literature with young children.Madison, WI:Brown & Benchmark.
9. Creswell, J. W.(2005).Educational research: Planning, conducting, and evaluating quantitative and qualitative research.Upper Saddle River, NJ:Merrill.
10. Darwin, C.(1965).The expression of the emotions in man and animals.Chicago, IL:University of Chicago Press.
11. Denham, S. A.(1998).Emotional development in young children.New York, NY:Guilford Press.
12. Denham, S. A.,Burton, R.(2003).Social and emotional prevention and intervention programming for preschoolers.New York, NY:Kluwer Academic/Plenum.
13. Denham, S. A.,Burton, R.(1996).A social-emotional intervention for at-risk 4-year-olds.Journal of school psychology,34,225-245.
14. Denham, S. A.,McKinley, M.,Couchoud, E. A.,Holt, R.(1990).Emotional and behavioral predictors of peer status in young preschoolers.Child Development,61,1145-1152.
15. Denham, S. A.,Weissberg, R. P.(2004).Social-emotional learning in early childhood: What we know and where to go from here.A blueprint for the promotion of prosocial behavior in early childhood,New York, NY:
16. Denham, S. A.,Zoller, D.,Couchoud, E.(1994).Socialization of preschoolers' emotion understanding.Developmental Psychology,30,928-936.
17. Dodge, K.(1989).Coordinating responses to aversive stimuli: Introduction to a special section on the development of emotion regulation.Developmental Psychology,25,339-342.
18. Dodge, K. A.,Laird, R.,Lochman, J. E.,Zeli, A.(2002).Multidimensional latent-construct analysis of children's social information procession patters: Correlations with aggressive behavior problems.Psychology Assessment,14,70-73.
19. Domitrovich, C. E.,Cortes, R. C.,Greenberg, M. T.(2007).Improving Young children's social and emotional competence: A randomized trail of the Preschool PATHS curriculum.The Journal of Primary Prevention,28,67-91.
20. Domitrovich, C. E.,Gest, S. D.,Jones, D.,Gill, S.,Sanford Derousie, R. M.(2010).Implementation quality: Lessons learned in the context of the Head Start REDI trail.Early Childhood Research Quarterly,25,284-298.
21. Domitrovich, C. E.,Greenberg, M. T.,Kusché, C. A.,Cortes, R.(2004).Preschool promoting alternative thinking strategies-Instructors' Manual.South Deerfield, MA:Channing Bete Company.
22. Dunn, J.,Brown, J.,Slomkowski, C.,Tesla, C.,Youngblade, L.(1991).Young children's understanding of other people's feelings and beliefs: Individual differences and their antecedents.Child Development,62,1352-1366.
23. Ekman, P.,Davidson, R. J.(1994).The nature of emotion: Fundamental questions.New York, NY:Oxford University Press.
24. Elias, M. J.(1997).Promoting social and emotional learning: Guidelines for educators.Alexandria, VA:Association for Supervision and Curriculum Development.
25. Garber, J.,Dodge, K. A.(1991).Domains of emotion regulation.The development of emotion regulation and dysregulation,New York, NY:
26. Garner, P. W.,Jones, D. C.,Palmer, D. J.(1994).Social cognitive correlates of preschool children's sibling caregiving behavior.Developmental Psychology,30,905-911.
27. Ghosn, I. K.(1999).Emotional intelligence through literature.the annual meeting of the teachers of English to speakers of other languages,New York, NY:
28. Glazer, J. I.(2000).Literature for young children.Upper Saddle River, NJ:Merrill.
29. Goleman, D.(1995).Emotional intelligence.New York, NY:Bantam Books.
30. Greenberg, P.(2005).The child who seems angry: Helping children manage anger and frustration.Scholastic Early Childhood Today,20,14.
31. Greenspan, S. I.,Wieder, S.(2006).Infant and early childhood mental health: A comprehensive, developmental approach to assessment and intervention.Washington, DC:American Psychiatric.
32. Harrison, L. J.,Clarke, L.,Ungerer, J. A.(2007).Children's drawings provide a new perspective on teacher-child relationship quality and school adjustment.Early Childhood Research Quarterly,22,55-71.
33. Harter, S.(1998).The development of self-perspective.Handbook of child psychology,New York, NY:
34. Hendrick, J.,Weissman, P.(2007).Total learning: Developmental curriculum for the young child.Upper Saddle River, NJ:Pearson Merrill/Prentice Hall.
35. Huck, S. W.(2008).Reading statistics and research.Boston, MA:Pearson/Allyn & Bacon.
36. Hyson, M.(2004).The emotional development of young children: Building an emotion-centered curriculum.New York, NY:Teachers College Press.
37. Jensen, L. C.,Wells, M. G.(1979).Feelings: Helping children understand emotions.Provo, UT:Brigham Young University Press.
38. Kagan, J.(1994).On the nature of emotion.Monographs of the Society for Research in Child Development,59,7-24.
39. Kopp, C. B.(1989).Regulation of distress and negative emotions: A developmental views.Developmental Psychology,25,343-354.
40. Kostelnik, M. J.,Soderman, A. K.,Whiren, A. P.(2007).Developmentally appropriate curriculum Best practices in early childhood education.Upper Saddle River, NJ:Pearson/Merrill Prentice Hall.
41. Kostelnik, M. J.,Whiren, A. P.,Soderman, A. K.,Gregory, K.(2006).Guiding children's social development: Theory to practice.Clifton Park, NY:Thomson Delmar Learning.
42. Landy, S.(2002).Pathways to competence: Encouraging healthy social and emotional development in young children.Baltimore, MD:Paul H. Brookes Pub.
43. O''Shea, M. M.(2004).What do we know about how children learn? The social, intellectual and cognitive development of children: A guide to the first five years.A blueprint for the promotion of prosocial behavior in early childhood,New York, NY:
44. Pollak, S. D.,Cicchetti, D.,Hornung, K.,Reed, A.(2000).Recognizing emotion in faces: Developmental effects of child abuse and neglect.Developmental Psychology,36,679-688.
45. Ribordy, S. C.,Camaras, L. A.,Stefani, R.,Spaccarelli, S.(1988).Vignettes for emotion recognition research and affective therapy with children.Journal of Clinic Child Psychology,17,322-325.
46. Ridgeway, D.,Waters, E.(1985).Acquisition of emotion-descriptive language: Receptive and productive vocabulary norms for ages 18 months to 6 years.Developmental Psychology,21,901-908.
47. Saarni, C.(1999).The development of emotional competence.New York, NY:Guilford Press.
48. Saarni, C.(2007).The development of emotional competence: Pathways for helping children to become emotionally intelligent.Educating people to be emotionally intelligent,Westport, CT:
49. Salovey, P.,Mayer, J. D.(1990).Emotional intelligence.Imagination, Cognition, and Personality,9,185-211.
50. Sax, G.(1997).Principles of educational and psychological measurement and evaluation.Belmont, CA:Wadsworth.
51. Schwartz, D.,Proctor, L. J.(2000).Community violence exposure and children's social adjustment in the school peer group: The mediating roles of emotion regulation and social cognition.Journal of Counseling Clinical,68,670-683.
52. Shields, A.,Cicchetti, D.(2001).Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood.Journal of Clinical Child Psychology,30,349-363.
53. Shields, A.,Cicchetti, D.(1998).Reactive aggression among maltreated children: The contributions of attention and emotion dysregulation.Journal of Clinical Child Psychology,27,381-395.
54. Shields, A.,Cicchetti, D.(1995).The development of an emotion regulation assessment battery Reliability and validity among at-risk grade-school children.the biennial meeting of the Society for Research in Child Development,Indianapolis, IN:
55. Shields, A.,Cicchetti, D.(1997).Emotional regulation among school-age children: The development and validation of a new criterion Q-sort scale.Developmental Psychology,33,906-916.
56. Thompson, R. A.(1994).Emotion regulation: A theme in search of definition.Monographs of the Society for Research in Child Development,59,25-52.
57. Vaillant, G.,Davis, T.(2000).Social/emotional intelligence and midlife resilience in schoolboys with low tested intelligence.American Journal of Orthopsychiatry,70,215-222.
58. Wintre, M. G.,Vallance, D. D.(1994).A developmental sequence in the comprehension of emotions: Intensity, multiple emotions, and valence.Developmental Psychology,30,509-514.
59. Zambo, D.,Hansen, C. C.(2007).Love, language, and emergent literacy.Journal of the National Association for the Education of Young Children,62,32-37.
60. 王文君(2008)。碩士論文(碩士論文)。國立東華大學幼兒教育學系。
61. 幼托整合後幼兒園教保活動綱要及能力指標研編小組(2010)。幼兒園教保活動與課程大綱（暫定版）。幼兒園教保活動與課程大綱實驗方案工作坊，台南:
62. 余思靜(2003)。行政院國科會專題研究成果報告行政院國科會專題研究成果報告,行政院國科會。
63. 呂素幸(2003)。行政院國科會專題研究成果報告行政院國科會專題研究成果報告,行政院國科會。
64. 林宣妤(2006)。碩士論文(碩士論文)。國立台南大學教育經營與管理研究所。
65. 邱亮基(2005)。如何應用繪本進行情緒教育。屏東縣教育季刊，21，26-29。
66. 許芳菊(2009)。成功與快樂基石—教出好情緒。天下雜誌，5，150-151。
67. 許雅清(2007)。碩士論文(碩士論文)。國立台南大學幼兒教育學系。
68. 陳幸真(2004)。碩士論文(碩士論文)。國立嘉義大學幼兒教育教學系。
69. 陳美姿(2000)。碩士論文(碩士論文)。國立東華大學教育研究所。
70. 傅粹馨(1995)。變異數異質之探討。教育學刊，11，1-25。
71. 楊孝榮(1991)。傳播研究與統計學。台北:台灣商務。
72. 鄭瑞菁(1999)。幼兒文學。台北:心理。
73. 簡淑真(2001)。幼兒情緒知多少？百位幼兒情緒報告書。台東師院學報，12，45-70。

1. 謝妃涵,陳詩涵(2021)。運用社交機器人輔助情緒繪本教學對幼兒情緒能力的影響。幼兒教育年刊，32，75-102。
2. 顏嘉辰、翟敏如(2016)。情緒言談共讀技巧介入訓練對幼兒情緒認知及情緒調節能力之影響。教育心理學報，48(1)，113-132。
3. 翟敏如(2014)。分析情緒繪本於幼兒情緒學習之應用與限制。人文社會學報，10(2)，89-111。
4. 鄭鈺清,吳怡慧(2020)。國內情緒表達議題圖畫書之內容分析。臺北市立大學學報. 教育類，51(2)，55-78。
5. 莊雅筑,朱思穎(2019)。家庭與遊戲本位正向行為支持提升特殊幼兒情緒管理能力之研究。身心障礙研究季刊，17(1)，1-19。
6. (2019)。公共圖書館推展發展性互動式兒童書目療法服務經驗談─以桃園市立圖書館「心靈處方箋」系列活動為例。公共圖書館研究，10，87-103。
7. (2021)。幼兒教師情緒智力與實施情緒教育之研究。臺東大學教育學報，32(1)，1-35。
8. (2022)。發展「情緒熱氣球桌遊」以提升幼兒社會情緒能力之研究。臺東大學教育學報，33(1)，1-32。