中部地區幼兒園空間規劃與幼兒情緒能力影響之研究

幼兒園是幼兒在家庭以外，踏入的第一個社會環境，不僅僅是家的延伸，更是需要有妥善安排來規劃安全舒適的學習環境。幼兒居於其中學習發展同儕關係、社會功能、學校適應以及學習成就，情緒能力是核心的基礎。本研究旨在探討中部地區幼兒園空間規劃與幼兒情緒能力的現況，並分析不同背景變項在幼兒園空間規劃與幼兒情緒能力的差異、相關性與預測情形。本研究採用問卷調查法，以研究者自編之「幼兒園空間規劃量表」以及簡淑貞與郭李宗文教授研發之「幼兒情緒能力發展量表」為研究工具，採隨機分層抽樣，問卷共發出559 份，回收有效問卷520 份。採用描述性統計、獨立樣本t 考驗、單因子變異數分析、薛費法多重比較、皮爾森積差相關以及多元迴歸等方法進行統計分析。本研究發現，首先，中部地區幼兒園對空間規劃之「教育性」、「安全性」、「舒適性」與「永續性」等四個特性皆為重視，其中最重視「安全性」，中部地區幼兒情緒能力在「情緒的覺察與辨識」、「情緒的理解」、「情緒的表達」與「情緒的調節」整體表現尚屬良好，其中以「情緒表達」得分最高；在中部地區幼兒園空間規劃的教育性、安全性、舒適性、永續性與整體表現中：年資5 年含以下之教師在「安全性」層面，高於21 年含以上之年資教師；在「舒適性」層面，5-12 班以及13-24 班規模幼兒園，皆高於4 班含以下之幼兒園；不同區域之幼兒園，在「舒適性」層面台中優於南投；在「永續性」層面台中與彰化地區高於南投地區；屬性為「私立幼兒園」在空間規劃的「教育性」、「舒適性」、「安全性」「永續性」以及總量表上皆優於「公立幼兒園」、「非營利幼兒園」以及「公辦民營幼兒園」；「否，沒 II 有校舍重建」情形之幼兒園在「舒適性」和「安全性」層面，皆高於「部分校舍有重建」之幼兒園；小班年齡幼兒在「永續性」層面高於大班年齡幼兒。其次，幼兒情緒能力之覺察與辨識、情緒表達、情緒理解、情緒調節以及整體表現中：「情緒調節」台中地區高於南投地區；幼兒性別之不同，在「覺察與辨識」、「情緒理解」、「情緒調節」三個層面會有顯著差異；幼兒年齡之「大班」與「中班」在情緒能力四個層面上皆優於「小班」；另外，幼兒園「空間規劃」會影響幼兒情緒能力發展中，在「情緒的覺察與辨識」層面的發展；中部地區幼兒園空間規劃與幼兒情緒能力有正向的關係。最後依據研究結果提出建議，以供幼兒園所、教保服務人員與相關教育單位及後續研究作為參考。

關鍵字

幼兒情緒能力；空間規劃

並列摘要

A preschool is the first social environment for young children outside the home. It is not only an extension of the home, but also needs to be properly arranged to plan a safe and comfortable learning environment in which young children can learn to develop peer relations, social functions, school adaptation and learning achievements, with emotional competence as the core foundation. The purpose of this study is to explore the current situation of spatial planning of preschools in Central Taiwan and the children emotional competence, analyze the differences and relevance, as well as predict the spatial planning of preschools in Central Taiwan and the children emotional competence. The questionnaire survey method was adopted, with the researcher’s self-compiled “preschool spatial planning scale” and the “Emotional Competency Rating Scale for Young Children” developed by Dr. Shu-Zhen Jian and Dr. Zong-Wen Kua Li as the research tools. Stratified random sampling was used. A total of 559 questionnaire copies were distributed, of which 520 valid copies were recovered. Descriptive statistics, independent sample t-test, One-way ANOVA, Scheffé multiple comparison, Pearson’s product-moment correlation, multiple regression, and so on were employed to carry out statistical analysis. The research findings show that the preschools in Central Taiwan attach importance to four features of spatial planning: “education”, “safety”, “comfort” and “sustainability”. Among them, “safety” is given the greatest emphasis. In terms of the emotional competence of children from Central Taiwan, the overall performance in “emotional awareness and recognition”, “emotional understanding”, “emotional expression” and “emotional regulation” is satisfactory, with “emotional expression” having the highest score. In view of the overall performance of the young children from Central Taiwan in the “education”, “safety”, “comfort” and “sustainability” features of spatial planning, in terms of “safety”, the teachers with five or less years of work experience are higher than the teachers with 21 or more years of work experience; in terms of “comfort”, the preschools with 5-12 classes and 13-24 classes IV are higher than the preschools with less than four classes; for the preschools in different regions, in terms of “comfort”, Taichung is superior to Nantou; in terms of “sustainability”, the Taichung and Changhua areas are higher than the Nantou area. For preschools classified as “private preschools”, their performance in the “education”, “comfort”, “safety” and “sustainability” features of spatial planning and the overall scale are superior to “public preschools”, “non-profit preschools” and “publicly-founded and privately-run preschools”; for preschools “without campus reconstruction”, their “comfort” and “safety” are higher than the preschools “with partial campus construction”; for the young children in the “junior class”, their “sustainability” is higher than the young children in the “senior class”. Secondly, in terms of emotional awareness and recognition, emotional expression, emotional understanding and emotional regulation in young children’s emotional competence and their overall performance, “emotional regulation” in the Taichung area is higher than that of the Nantou area. The young children’s gender differences also show significant differences in three aspects: “emotional awareness and recognition”, “emotional understanding” and “emotional regulation”. The young children in the “senior class” and “middle class” show superior emotional abilities in the four aspects compared to the young children in the “junior class”. In addition, for preschool “spatial planning” affecting young children’s emotional competence development, specifically the development of “emotional awareness and recognition”, the spatial planning of preschools in Central Taiwan and the children emotional competence show a positive correlation. Finally, recommendations were proposed based on the research results to serve as a reference for preschools, preschool education service staff and relevant education units.