在家庭中經歷情緒調節後的經驗與幼兒情緒教化：五位越南新住民母親的覺察

Five New Vietnamese Immigrant Mothers’ Learning Experiences after Emotional Regulation in their Families and Implications for Young Children’s Emotional Education

研究目的：探討五位越南籍新住民母親，在兩個家庭與文化中經歷情緒調節後的經驗、其覺察經驗如何轉化至幼兒情緒教化。研究方法：透過訪談五位家中有大班幼兒的越南籍母親，並應用主題分析方法分析。研究結果分兩部分：第一為母親們的經驗：傷心哭泣沒有用、調整觀念順應越南文化的期待、調整情緒是不讓父母親擔心、為維持新關係學習忍耐、因新關係而改變忍耐、參與學校活動尋找情緒上的支持。第二，母親從經驗中覺察到：體驗自己當時代的缺乏、體認學校關心的重要、注意順從長輩及人際和諧、注意他人對自己看法、體認平靜使用語言溝通的重要、體認愛與要做得更好的重要，而轉化至覺察與指導幼兒情緒，但卻面臨挑戰。研究結論：針對發現進行討論、省思與提出相關建議；盼能鼓勵實務工作者在新住民親職教育的實施中，聆聽母親的經驗、省思經驗互相交織在情緒教化中的意義、並提供母親覺察經驗與轉化的機會。

Purposes: The purpose of this qualitative study was to illuminate and interpret the meaning of 5 new Vietnamese immigrant mothers’ learning experiences after emotional regulation in two families and cultural contexts and to find the implications of these experiences for their children’s emotional education. Emotional regulation refers to that an individual is aware of own feelings, behaviors and others emotions through social interaction in a situated culture, then adjusts owns feelings or behaviors in order to communicate with others and to find self-appraisal. Methods: Data were collected through semi-structured indepth interviews with 5 new Vietnamese immigrant mothers with children in kindergarten.
Thematic analysis was applied. Results: Five major themes emerged in the initial stage of their immigration: sadness and crying do not change anything, changing their own argument to meet cultural expectations is helpful, regulating emotion is filial, hiding their own feelings or changing their emotions preserves relationships, participating in school activities brings emotional support, and love for others and trying to do their best are important. In the second stage of their experience, the mothers came to recognize the challenges and their impact on their children’s emotional education. Conclusions: The recommendation based on this analysis includes that educators should recognize the significance of new immigrant mothers’ emotional experiences and the impact of these experiences on mothers’ emotional education for their young children.