探究教保服務人員情緒教學信念與幼兒情緒教學之關係

Exploring Preschool Educators’ Beliefs about Emotion Learning and Teaching Emotions to Young Children

本研究目的為探究教保服務人員情緒教學信念和幼兒情緒教學之關係，本研究採用混合研究法。首先，以教保服務人員為研究對象發放問卷，共獲得642位有效樣本。研究工具為自編情緒教學信念和幼兒情緒教學量表。本研究採用描述性統計、積差相關及多元回歸進行資料分析。研究結果發現，情緒教學信念中的增能意識、教學認同及清楚資源對幼兒情緒教學均有顯著影響力，其中增能意識和教學認同影響力均大，清楚資源影響力最小。進而追蹤解釋量化數據結果，蒐集9位教保服務人員訪談的質性資料，以瞭解情緒教學信念與幼兒情緒教學實施表現。研究發現，受訪教師認為幼兒情緒能力影響人際互動及學習表現，情緒能力和幼兒的口語表達能力有關。受訪教師認為自己是幼兒情緒學習模仿的對象，會特別注意自己的情緒、行為和語言表現，強調溫暖且正向的互動方式及學習環境，教師願意主動增能且有清楚資源支持，以幫助自身情緒教學表現。最後本研究提出相關建議供教保服務人員及未來研究參考。

This study employed a mixed-methods design to examine the relationship between preschool educators’ beliefs about emotion learning and teaching emotions to young children. First, questionnaires comprising a self-developed scale were administered to preschool educators, yielding a total of 642 valid responses. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression. The results indicated that preschool educators’ beliefs about emotion learning, specifically training awareness, teaching identification, and clear resources, significantly influenced the teaching of emotions to young children. Among these, training awareness and teaching identification exerted the strongest influence, while clear resources had the smallest effect. To further explain the quantitative findings, follow-up interviews were conducted with nine preschool educators to understand their beliefs about emotion learning and their practical implementation of teaching emotions. The interviews revealed that the interviewed teachers believed young children’s emotional competence influences interpersonal interactions and learning performance, and that emotional competence is related to children’s oral expression skills. The teachers described themselves as role models for young children’s emotion learning, paying close attention to their own emotions, behaviors, and language expressions, and emphasizing a warm and positive interaction style and learning environment. Furthermore, the teachers expressed a willingness to actively enhance their capabilities and noted that having access to clear resources helps improve their performance in teaching emotions. Finally, the current study offers relevant suggestions for preschool educators and proposes directions for future research.