正念練習對幼童專注力與情緒能力之行動研究

本研究旨在藉由正念練習實施於幼童的行動研究歷程中，探討幼兒接受正念練習的歷程和經驗，以及行動者在行動歷程中所需具備的策略進行行動反思與調整。本研究之行動對象為26位幼兒園5-6歲幼童，女生11人，男生15人。由研究者擔任行動者，行動者進行時間為每天上午作品分享時間11:30-12:00，每次30分鐘，以及不定時的正念活動，共計八週正念練習方案教學。本研究依循「計畫、行動、觀察、反省與修正」的行動循環歷程，進行正念方案滾動式的修正與實施。研究者採用觀察、錄影、文件資料、訪談、量表等多樣方式收集資料，並用歸納的方式來分析資料，經過蒐集資料、文本的詮釋與分析。本研究結果發現在行動實施的歷程中，行動者和幼童皆從正念練習的過程中得到成長。結果如下：（1）適合幼童學習正念觀念的方式為以接近幼童生活經驗做連結的方式教導，較容易讓幼童理解。（2）通過正念練習，幼童的專注力有顯著的提升，既能快速的安定自身、專心持久的學習以及傾聽，又能擁有好的飲食習慣和班級常規，促進一個更有效、更輕鬆、沒有壓力和焦慮的學習環境，顯示幼童通過練習正念提升了專注力。（3）通過正念練習，幼童在情緒能力方面有很明顯的改變，進而改善了人際關係，促進了一個更和諧友愛的班級環境，顯示幼童通過正念練習提升了情緒能力。（4）教導者多元化的正念策略推動幼兒學習正念練習，使每位幼童在練習正念的過程中獲得自信，以維持幼童對正念的興趣。同時，教導者的正念修為也促進師生關係，改善學生行為。故教導者帶領幼兒進行正念，本身應具備正念修為和多元化的正念策略。（5）幼童通過正念練習覺察自身的感受和想法，以及自身與他人的不同，進而提升幼兒獨立思考、應變的能力，顯示幼兒通過正念練習提高了思考能力。研究者依據本行動研究之經驗提出建議，以供未來後續研究提出參考。

關鍵字

正念；幼童；行動研究；專注力；情緒能力

並列摘要

The purpose of this research was to study the process and effect of mindfulness practice on the kindergarten children and to evaluate and refine the skills of the researcher on implementing the mindfulness practice during the research progress. The subjects of the study were 26 kindergarten children aged 5 to 6, 11 girls and 15 boys. The teacher served as the actor/researcher. The project has lasted for 8 weeks which included 30 minutes of mindfulness exercises daily and regularly before lunch time, and mindfulness exercises would be practiced randomly whenever situation was suitable for intervention. The study went through the on-going process which based on 5 main factors of action research: plan, act, observe, correct and refine. The researcher using multiple methods to collect data: such as observing children’s reactions in class, recording videos, using reference articles, interviewing with kids and significant others, and administering scales before and after the project. The results were as below : （1）The best way to teach kindergarteners the mindfulness practice would be connecting guiding languages with kindergarteners’ daily life activities. （2）The mindfulness exercises has improved the kindergarten children’s concentration significantly before and after the practice. They have demonstrated better focused and listening abilities, less impulsive actions ,and better rule-following behaviors in class. Thus creating a more effective learning environment.The children’s diet habits have also improved gradually following through the mindfulness practice. （3）Through mindfulness practice, kindergarteners have significant changes in their emotional abilities, thereby improving interpersonal relationships and promoting a more harmonious and friendly classroom environment. （4）The teacher's diversified guiding strategies in mindfulness exercise facilitated the learning emindfulness. At the same time, the actor/researcher's state of mindfulness also became the facilitator and stabilizer for teacher-student relationships that improved student behavior’s progress. Therefore, teachers who lead mindful practice for children should endeavor to achieve the state of mindfulness and be equipped with a variety of mindfulness strategies. （5）Through mindfulness practice, kindergarteners have gradually gained awareness of their own feelings and thoughts, as well as identifying of the differences between themselves and others, thereby improving children's ability to think independently. The researchers made suggestions based on the result of this action research for future follow-up research.