- 期刊
台灣幼兒情緒能力調查研究
A Study of Preschoolers' Emotional Competence in Taiwan
摘要
本研究探討台灣幼兒情緒能力，以瞭解不同年齡及性別的幼兒其情緒能力是否有所差異，針對全國23個行政區之公私立幼兒園進行分層隨機抽樣，研究對象是3、4及5歲組各500名幼兒，由帶班教師填寫「幼兒情緒能力發展量表」，以瞭解幼兒的情緒能力發展。研究結果：（1）整體情緒能力及其四個分量表，「情緒覺察與辨識」、「情緒理解」、「情緒表達」及「情緒調節」，幼兒的表現均在「有時稍加提醒即可做到」到「可以自己完成」之間。（2）幼兒情緒能力與幼兒的年齡及性別有關，5及4歲組幼兒在情緒能力及情緒的覺察與辨識、情緒的理解、情緒的表達及情緒調節等分量表的表現，皆優於3歲組幼兒；女童皆優於男童。（3）在不同年齡及不同性別上，幼兒情緒能力發展的先後次序皆為：情緒覺察與辨識、情緒表達、情緒理解、情緒調節。本研究的結果可提供幼兒教師、家長、以及其他關心年幼兒童情緒能力的人做為參考。
並列摘要
The purpose of this study was to investigate preschoolers' emotional competence to understand whether emotional competence was different between ages and genders. The methods of this study were: a total of 500 children each in the age group of 3,4 and 5 were divided for this study by the stratified random sampling of public and private preschools from 23 administrative districts in Taiwan. Teachers at school completed ＂Children's Emotional Development Scale＂, which was used for measuring children's emotional competence to understand children's emotional competence development. The results of this study were: (1) With respect to emotional competence and its four subscales: ＂emotional awareness and recognition＂, ＂emotional understanding＂, ＂emotional expression＂, and ＂emotional regulation＂, the scores of preschoolers were all between ＂achieved sometimes with a little reminder＂ and ＂achieved by oneself＂. (2) The children's emotional competence was related to children's age and gender. The age groups of 4 and 5 had a higher score than the age group of 3. It was not only on the total emotional competence' score, but also on sub-scales, such as ＂emotional awareness and recognition＂, ＂emotional understanding＂, ＂emotional expression＂, and ＂emotional regulation＂. Regardless of which age group, the total scores on emotional competence for girls were better than those for boys in all the subscales. (3)No matter what children's ages and genders were, there was the same developmental order, which started with ＂emotional awareness and recognition＂, followed by ＂emotional expression＂, ＂emotional understanding＂, and ＂emotional regulation＂. The results of this study could serve as a reference for preschool teachers, parents, and those concerned with the emotional competence of young children.