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1 國立臺灣科技大學人文社會學報民國 103 年分析情緒繪本於幼兒情緒學習之應用與限制翟敏如國立臺南大學幼兒教育學系摘要本研究從教師和幼兒談情緒繪本主題之表現以分析情緒繪本於幼兒情緒學習之應用與限制本研究者透過情緒繪本共讀活動蒐集師生情緒繪本共讀語料教師閱讀省思心得小組閱讀活動檢討研究者的觀察筆記等研究結果發現情緒繪本能引導幼兒討論情緒認識情緒發生的原因和伴隨情緒產生的反應分享情緒調節技巧及協助教師評估其他影響幼兒情緒表現之因素此外本研究結果亦發現繪本於幼兒情緒學習之限制為並非所有繪本都適用於幼兒情緒學習對於複雜情緒之討論及使用繪本情緒圖片於教導幼兒認識情緒表情有其困難性研究者建議幼兒教育者需先瞭解情緒繪本於幼兒情緒學習之應用與限制方能有效增進師生情緒主題討論及實施情緒繪本學習活動之品質關鍵字師生共讀情緒學習情緒繪本壹前言隨著幼托整合政策實施教育部 2013 委託臺灣專家學者重新規劃幼兒園教保活動課程內涵以培養幼兒全人發展 the whole child 為課程目標強調幼兒各項發展能力之重要性學齡前幼兒所培養的學習技巧被認為是進入小學的表現基礎當學校過度重視幼兒的學業能力容易忽略幼兒其他的發展表現 Raver 和 Knitzer 2002 指出幼兒的情緒能力和早期的學校表現有正向關聯當幼兒擁有穩定情緒學業成績表現自然亮眼行為問題發生的機率隨之減少有必要及早培養幼兒情緒能力 Pickens 2009 亦證實若學校定期實施情緒教學活動能有效提升幼兒情緒能力教育部 2013 頒訂幼兒園教保活動

2 Preschool PATHS The Incredible Years Domitrovich, Cortes, & Greenberg, 2007 Hutchings, Bywater, Daley, & Lane, 2007 Webster-Stratton & Reid, Denham Bassett Zinsser 2012

3 91 Emotional Discussions Denham 1998 Bretherton & Beeghly, 1982 Brown, & Dunn, 1992 White & Howe, 1998 Denham, 1998 Ridgeway, Waters, & Kuczaj, 1985, p. 903 Brown & Dunn, 1992 preverbal Bretherton, Fritz, Zahn-Waxler, & Ridgeway, 1986 Bretherton et al., 1986 Bretherton Beeghly Brewer 2004

4 Pollak Thoits 1989 Eisenberg Cumberland Spinrad 1998

5 93 White Howe 1998 Ashiabi 2000 Ahn 2005 White Howe Machado

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7 C12 12 T C B B Creswell 1998 thick description triangulation Bretherton & Beeghly, % 100%

8 96 T C17 C1 T C9 T C Denham 1998 T C2 T C2 T C T C3 C12 C C17 C9 C23 C

9 97 T C C T C12 T C17 C14 C27 T C T C T C4 T C27 C2 C

10 98 T C1 C12 T C12 T C T C T C T C T C2 T C12 T C T C1 C4

11 99 T C18 C27 T C27 T C B T B T C C C B C T B T C C T B T B B B B

12 Bretherton & Beeghly,

14 102 1 Ridgeway Waters Kuczaj 1985 Izard 1977

15 103 T C5 T C14 T C26 T C T C T C C13 T C T C T C2 T C17 T C T C

16 Izard Dyer Shatz Wellman 2000 Domitrovich, Greenberg, Kusché, & Cortes, Elias 1997 Dyer Shatz Wellman 2000

17 105

18 翟敏如 106 參考文獻王依琦 2010 幼兒圖畫書情緒調節之內容分析未出版之碩士論文國立臺東大學幼兒教育研究所碩士班臺東呂翠夏 2010 母親與父親的情緒社會化行為及幼兒的情緒調節與同儕互動的關係教育研究學報李之光葉詩婷 2012 繪本對災區幼兒情緒反省之影響研究 - 以莫拉克風災之受創幼兒為例民生論叢李坤珊 2001 小小愛書人 0~3 歲嬰幼兒的閱讀世界臺北信誼周育如黃迺毓 2010 親子共讀情緒言談與幼兒情緒理解能力之關係檢視教育科學研究期刊林宣妤 2006 運用創造性戲劇於幼稚園情緒教育之行動研究未出版之碩士論文國立臺南大學教育經營與管理研究所臺南林敏宜簡淑真 2010 親子共讀中幼兒母親的心智言談分析人類發展與家庭學報教育部 2013 幼兒園教保活動課程暫行大綱臺北教育部許雅清 2007 幼兒情緒教育課程之行動研究未出版之碩士論文國立臺南大學幼兒教育研究所碩士班臺南陳春鳳 2011 幼兒情緒與繪畫表現之探究情緒繪本課程之行動研究未出版之碩士論文國立臺南大學幼兒教育研究所碩士班臺南彭懿 2006 遇見圖畫書百年經典臺北信誼黃瑞琴 1991 質的教育研究方法臺北心理翟敏如 2012 探究繪本融入情緒教育活動對幼兒情緒認知與調節能力之影響教育心理學報蔡雅文 2010 幼兒圖畫書情緒表達之內容分析未出版之碩士論文國立臺東大學幼兒教育研究所碩士班臺東 Ahn, H. J. (2005). Teachers discussions of emotion in child care centers. Early Childhood Education Journal, 32(4), Ashiabi, G. S. (2000). Promoting the emotional development of preschoolers. Early Childhood Education Journal, 28(2), Bretherton, I., & Beeghly, M. (1982). Talking about internal states: The acquisition of an explicit theory of mind. Developmental Psychology, 18(6), Bretherton, I., Fritz, J., Zahn-Waxler, C., & Ridgeway, D. (1986). Learning to talk about

19 107 emotions: A functionalist perspective. Child Development, 57(3), Brewer, J. A. (2004). Introduction to early childhood education: Preschool through primary grades (5th Ed.). Boston: Allyn and Bacon. Brown, J. R., & Dunn, J. (1992). Talk with your mother or your sibling? Developmental changes in early family conversations about feelings. Child Development, 63, Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications. Denham, S. A. (1998). Emotional development in young children. New York: Guilford Press. Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children s emotional competence. Early Childhood Education Journal, 40(3), Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving Young children s social and emotional competence: A randomized trail of the Preschool PATHS curriculum. The Journal of Primary Prevention, 28(2), Domitrovich, C. E., Greenberg, M. T., Kusché, C. A., & Cortes, R. (2004). Preschool promoting alternative thinking strategies. South Deerfield, MA: Channing Bete Company, Inc. Dyer, J. R., Shatz, M., & Wellman, H. M. (2000). Young children s storybooks as a source of mental state information. Cognitive Development, 15(1), Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9(4), Elias, M., Zins, J., Weissberg, R., Frey, K., Greenberg, T., Haynes, N., Kessler, R., Schwab- Stone, M., & Shriver, T. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development. Hutchings, J., Bywater, T., Daley, D., & Lane, E. (2007). A pilot study of the Webster-Stratton incredible years therapeutic dinosaur school program. Clinical Psychology Forum, 170, Izard, C. E. (1977). Human emotions. New York: Plenum Press. Machado, J. M. (2003). Early childhood experiences in language arts: Emerging literacy (7th Ed.). Clifton Park, NY: Thomson/Delmar Learning. Pickens, J. (2009). Socio-emotional programme promotes positive behaviour in preschoolers. Child Care in Practice, 15(4), Pollak, L. H., & Thoits, P. A. (1989). Process in emotional socialization. Social Psychology Quarterly, 52(1),

20 108 Raver, C. C., & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old Children. Columbia University, New York: National Center for Children in Poverty. Ridgeway, D., Waters, E., & Kuczaj S. A. (1985). Acquisition of emotion-descriptive language: Receptive and productive vocabulary norms for ages 18 months to 6 years. Developmental Psychology, 21(5), Webster-Stratton, C., & Reid, M. J. (2004). Strengthening social and emotional competence in young children-the foundation for early school readiness and success: Incredible years classroom social skills and problem-solving curriculum. Infants and Young Children, 17(2), White, D. R., & Howe, N. (1998). The socialization of children s emotional and social behaviors. In D. Pushkar, W. Bukowski, A. Schwartzman, D. Stack, & D. White (Eds.), Improving competence across the lifespan: Building interventions based on theory and research (pp ). New York: Plenum Press. Min-Ju Tsai is an Assistant Professor of the Department of Early Childhood Education, National Tainan University, Tainan, Taiwan

21 分析情緒繪本於幼兒情緒學習之應用與限制 109 附錄一編號情緒主題我的情緒我的情緒興奮興奮生氣生氣難過難過害怕害怕沮喪沮喪擔心擔心嫉妒嫉妒書名我為什麼快樂劉清彥譯 2003 壞心情沙永玲譯 2010 我好興奮林玫君譯 2003 讓我安靜五分鐘李紫蓉譯 1999 菲菲生氣了非常非常的生氣李坤珊譯 2000 家有生氣小恐龍簡伊婕譯 2010 再見斑斑漢聲雜誌社譯 2001 你到哪裡去了劉清彥譯 2008 祖母的妙方漢聲雜誌社譯 2001 勇敢的莎莎柯倩華譯 2001 破襪子花拉何佳芬譯 2007 糟糕的一天漢聲雜誌社譯 2001 我好擔心方素珍譯 2010 小阿力大學校郭玉芬萬砡君譯 2010 小小大姊姊張麗雪譯 2010 江布朗和夜半貓黃迺毓譯 2008 方素珍譯 2010 我好擔心原作者 K., Henkes 臺北三之三原作出版年 2000 何佳芬譯 2007 破襪子花拉原作者 S., Taghdis 臺北飛寶國際文化原作出版年 2003 李坤珊譯 2000 菲菲生氣了非常非常生氣原作者 M., Bang 臺北三之三原作出版年 1999 李紫蓉譯 1999 讓我安靜五分鐘原作者 J., Murphy 臺北臺灣麥克原作出版年 1986 沙永玲譯 2010 壞心情原作者 P., Moritz 臺北小魯文化原作出版年 2004 林玫君譯 2003 我好興奮原作者 E., Crary, & J., Whitney 臺北心理原作出版年 1992 柯倩華譯 2001 勇敢的莎莎原作者 K., Henkes 臺北三之三原作出版年 1987 張麗雪譯 2010 小小大姊姊原作者 A., Forslind 臺北上誼原作出版年 1996 郭玉芬萬砡君譯 2010 小阿力的大學校原作者 L., Anholt 臺北上誼原作出版年 1997

22 J., Wagner H., Keller M., Kubelka P., Giff C., Anholt, & L., Anholt L., Afano T, Robberecht 2003

23 National Taiwan University of Science and Technology Journal of Liberal Arts and Social Sciences 2014, 10(2), ANALYZING THE IMPLICATIONS AND LIMITATIONS OF CHILDREN S PICTURE BOOKS IN EMOTIONAL LEARNING Min-Ju Tsai Department of Early Childhood Education, National Tainan University ABSTRACT In this study, teacher-student emotional discussions that occur during a group reading of children s books were investigated, and the applications and limitations of children s books in the emotional learning of young children analyzed. Verbal data, group reviews, teacher feedback, and field notes were collected as research data. The results of this study indicated that children s books assist children in discussing emotions, comprehending the causes and consequences of emotions, and becoming aware of emotional regulation strategies, and help teachers evaluate other factors that might influence children s emotional skills. However, not every children s picture book can be employed for the emotional learning of young children. Discussing complex emotional words might be difficult for children s books discussions. Using facial expressions in children s books might pose difficulties when teaching emotions to children. The applications of children s books in emotional learning of young children and proposals for future study are suggested. Keywords: children s picture books, emotional discussions, shared reading

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