以心流經驗觀點探討幼兒參與感覺統合活動之動作發展表現

Exploring Motor Development of Young Children Participating in Sensory Integration Activities from a Flow Experience Perspective

本研究採行動研究法，以混齡幼兒社團六位4至6歲幼兒為研究對象，從心流經驗觀點探討幼兒參與感覺統合活動前後之動作發展表現。研究歷程依循「規劃—行動—觀察—省思」循環，設計並實施為期十週之感覺統合活動方案。本研究結果顯示：（一）幼兒於活動歷程中的心流經驗整體達中上程度，其中專注與享受面向表現較佳，當活動挑戰略高於其現有能力時，心流經驗最為顯著；（二）皮巴迪動作發展量表第二版（PDMS-2）前後測結果顯示，幼兒在粗大動作之移動與實物操作分測驗達顯著進步，並獲教學觀察與家長回饋等質性資料支持；（三）心流經驗中之「挫折」面向與動作發展進步呈正向關聯，初始能力較低、挫折感較高但在適切鷹架與練習支持下之幼兒，反而展現較大進步幅度。整體而言，兼顧能力—挑戰平衡之感覺統合活動設計，有助於促進幼兒持續投入並支持其動作發展。

This action research explored preschool children’s motor development from a flow experience perspective through participation in sensory integration activities. The participants were six children aged 4 to 6 years from a mixed-age preschool club. A ten-week sensory integration program was designed and implemented following a cyclical process of planning, action, observation, and reflection. The findings indicated that: (1) children generally demonstrated moderate to high levels of flow experience during the activities, with stronger performance in concentration and enjoyment; flow was most evident when task challenges were slightly above the children’s existing abilities; (2) pre- and post-test results of the Peabody Developmental Motor Scales–Second Edition (PDMS-2) showed significant improvement in locomotion and object manipulation, which was corroborated by classroom observations and parental feedback; and (3) the frustration dimension of flow experience was positively associated with motor development gains. Children with lower initial abilities and higher levels of frustration, when supported by appropriate scaffolding and practice opportunities, demonstrated greater improvement. Overall, sensory integration activities designed to balance challenge and ability can effectively support children’s sustained engagement and motor development.