音樂活動提升嬰幼兒社會情緒之行動研究

本研究探討音樂活動對嬰幼兒社會情緒提升之成效，在過程中給予音樂活動觀察嬰幼兒情緒穩定性。研究目的﹕一、規劃有關嬰幼兒社會情緒之音樂活動方案。二、分析參與音樂活動之嬰幼兒情緒穩定性變化情形。本研究採用行動研究方法，研究對象為高雄市某公共托嬰中心五位一歲左右嬰幼兒，研究者透過自編研究工具「音樂活動嬰幼兒社會情緒觀察表」、「嬰幼兒情緒穩定檢核表」、「教學記錄省思表」、「協同老師觀察紀錄表」、「家長訪談紀錄表」和「軼事紀錄表」等資料蒐集。本研究結論如下﹕ 一、多元化的音樂方式和不同的聲音刺激，可以促進嬰幼兒的聽覺系統發展，提升其社會情緒學習能力。二、將抽象的情緒概念具體化，運用簡單手勢、臉上表情和身體動作示範和引導方式，幫助嬰幼兒理解與表達自己的情緒。三、敏銳觀察嬰幼兒的生、心理反應，調整上課的方式與課程內容，同時考量不同月齡嬰幼兒的生、心理需求，適時調整活動進行長度，能提高嬰幼兒學習專注力。四、活動中運用固定、主動的問候方式，鼓勵嬰幼兒在日常生活情境中練習，加深印象與建立連結，並提供正面回饋，能提升嬰幼兒的社會技巧能力。五、縮小與嬰幼兒的距離，保持與幼兒之間的視線交流和互動，能增進照顧者和嬰幼兒之間的信任和連結。六、運用音樂活動能提升嬰幼兒的情緒穩定性，但是情緒穩定程度依個體原本個性、情緒狀況而呈現差異性。七、照顧者與嬰幼兒穩定的依附關係，對情緒穩定性影響遠大於音樂活動所帶來的成效。最後，依據本研究結果提出針對實施音樂活動、托育人員、托嬰機構之相關建議，以及建議未來研究將音樂活動推廣至家庭，比較在家庭和托嬰機構中實施音樂活動的差異性，可針對不同嬰幼兒的的年齡、發展情形、個體差異等，探討音樂活動對不同群體的影響研究，利用數位科技增強嬰幼兒的學習體驗，提供多樣化與互動式的學習內容。

關鍵字

音樂活動；社會情緒；情緒穩定性

並列摘要

This study investigated the effectiveness of music activities on the social-emotional enhancement of infants, and the emotional stability of infants observed by music activities in the process. This study aims to plan a social-emotional music program for infants and to analyze the changes of music activities on the emotional stability of infants. This study is driven by the action research method to collect data from five one-year-old infants in a public childcare center in Kaohsiung City through a self-administered research instrument: “Music Activity Infant Social-Emotional Observation Form,” “Infant Emotional Stability Checklist.” “Teaching Record Reflection Form,” “Collaborative Teacher Observation Record Form,” “Parent Interview Record Form,” and “Anecdote Record Form.” The conclusions of this study are as follows - 1. Diversified music and different sound stimuli can promote the development of the infant’s auditory system and enhance social-emotional learning. 2. By using simple gestures, facial expressions, and body movements to demonstrate and guide infants' behaviors can help infants understand and express their emotions 3. By observing infants’biological and psychological reactions, adjusting the curriculum, assessing the biological and psychological needs of infants at different ages, and adjusting the length of activities can improve infants’ability to concentrate on learning. 4. The use of fixed and active greetings in the activities encourages infants to practice in daily life situations to deepen impressions and build connections, and to provide positive feedback to enhance infants’social skills. 5. Reduce the distance between infants and the researcher, maintain visual communication and interaction with them, and increase the trust and connection between the researcher and the infant. 6. Music activities enhance the emotional stability of infants; however, the degree of emotional stability varies depending on the individual’s personality and emotional condition. 7. The stable attachment between the caregiver and the infant had a much greater impact on emotional stability than did the music activities. Finally, based on the results of this study, there are recommendations for the implementation of music activities, caregivers, and childcare facilities. It is suggested that future research to extend music activities to families, compare the differences in the implementation of music activities in families and childcare facilities, investigate the impact of music activities on different groups of infants and toddlers with respect to their age, developmental conditions, and individual differences. It is also recommended the use of digital technology to enhance infants’ learning experience and provide diversified and interactive learning contents.