美國學齡前兒童的社會情緒學習教育的發展與推動之研究

Research on the Development and Promotion of Social-emotional Learning Education for American Preschool Children

學齡前兒童的情緒管理以及人際互動學習是幼兒融入幼兒園社會的基本能力，也是適應未來社會與就業的終身能力，情緒教育在學齡前教育推動的重要性不言而喻，本文旨在探究美國在學齡前兒童「社會情緒學習」（SEL）的發展與實施狀況，主要有四個研究發現，第一是SEL標準化與系統化策略推動模式有助於學習的連貫性、第二是注重跨部門合作與協調有利於教育經費與資源的整合、第三是注重SEL與其他學習領域整合進行學習、第四是政府對學齡前兒童SEL的積極態度以及經費挹注推動。從美國推動SEL的做法提供臺灣地方政府或有關單位可以思索將幼兒園教保活動課程大綱中的情緒領域的指引說明提供更明確的SEL標準，以及整合108課綱的情緒素養的精神，建構K-12的SEL的情緒素養指標，讓學齡前兒童能在成長過程中順利地培養良好的SEL情緒素養，將更有利於協助其迎接未來的社會與挑戰。

The emotional management and interpersonal interaction learning of preschool children are fundamental abilities for integrating into the social environment of kindergartens and are also lifelong skills essential for adapting to future society and employment. The importance of emotional education in preschool education cannot be overstated. This paper aims to explore the development and implementation of“Social and Emotional Learning”(SEL) for preschool children in the United States. There are four main findings: First, the promotion of standardized and systematic SEL strategies contributes to consistency in learning. Second, emphasis on cross-departmental collaboration and coordination facilitates the integration of educational funds and resources. Third, there is a focus on integrating SEL with other learning domains. Fourth, the government's proactive attitude and funding support for preschool children's SEL promote its advancement. The practices of promoting SEL in the United States can offer insights for local governments or relevant agencies in Taiwan. It is advisable to consider providing clearer SEL standards within the guidelines of the emotional domain in the kindergarten curriculum framework and to integrate the spirit of emotional literacy from the 108 Curriculum Guidelines. Constructing K-12 SEL emotional literacy indicators will enable preschool children to develop strong SEL emotional literacy throughout their growth, better equipping them to face future societal challenges.