統整式情緒教育課程對幼兒情緒力發展之影響

The Effects of an Integrated Emotional Education Curriculum on Young Children's Emotional Competence

本研究採用質量並行混合設計，探討統整式情緒教育課程對3至6歲幼兒在情緒覺察與辨識、表達、調節與理解能力上的影響。課程為期約三個月（共8週、16次），融合繪本導讀、角色扮演與情境遊戲等多元教學策略。量化結果顯示，介入後幼兒整體情緒能力顯著提升，其中以情緒表達（t = 14.13, p < .001, d = 1.75）與情緒調節（t = 16.33, p < .001, d = 1.62）進步幅度最大。質性資料則呈現幼兒在情緒詞彙運用、調節策略內化與同儕互動中的具體改變，補足量化評量之不足。整體而言，本研究證實統整課程可有效促進幼兒情緒發展，亦驗證質量並行混合設計在課程評估中的價值。研究成果可為幼兒園情緒教育課程之設計與實務推動提供實證依據，並建議後續研究納入性別差異與長期成效之追蹤分析。

This study adopted a convergent mixed methods design to examine the effects of an integrated emotional education curriculum on the development of emotional competence among children aged 3 to 6. The approximately three-month curriculum (over eight weeks) incorporated diverse instructional strategies, including picture book reading, role-play, and situational games. Quantitative results indicated significant improvements in children’s overall emotional competence after the intervention, with the most substantial gains observed in emotional expression (t = 14.13, p < .001, d = 1.75) and emotional regulation (t = 16.33, p < .001, d = 1.62), while notable improvements were also found in emotional awareness and recognition. Qualitative data further revealed meaningful changes in children’s use of emotional vocabulary, internalization of regulation strategies, and peer interaction patterns, supplementing the limitations of quantitative assessments. Overall, the findings confirm the effectiveness of the integrated curriculum in promoting young children’s emotional development and demonstrate the value of a mixed methods approach in early childhood curriculum evaluation. The study provides empirical support for the design and implementation of emotional education programs in early childhood settings and recommends future research to incorporate gender analysis and longitudinal tracking to explore longterm effects.