社會情緒課程對幼兒社會情緒能力、問題行為和執行功能的影響–以Second Step Early Learning課程為例

Abstract

近年來，幼兒出現問題行為的情形日益增加，若未於早期階段及時介入，可能對其未來發展造成負面影響。幼兒時期是社會情緒能力發展的關鍵階段，透過社會情緒學習（Social and Emotional Learning, SEL）的介入，不僅提升社會情緒能力和執行功能，還有助於減少問題行為，讓幼兒對未來有更完善的準備。本研究引進由美國開發的SEL課程–Second Step學前版課程，課程主要目標在培養幼兒的社會情緒能力和執行功能。本研究將課程進行本土化，並探討該課程在我國幼教現場實施的情形。本研究透過家長和教師填寫幼兒發展量表，以及幼兒接受執行功能測驗，以評估課程對幼兒社會情緒能力、執行功能和問題行為的介入成效。本研究採用準實驗設計，以立意取樣方式招募81位幼兒，分為一般教師實驗組、SEL教師實驗組和控制組。兩個實驗組皆會接受為期12週的課程介入，控制組則不進行Second Step學齡前課程介入。為進一步探討教師對SEL的熟悉度是否會影響教學成效，因此實驗組的組別則是依據教師的背景進一步區分：其中一般教師實驗組的教師對SEL概念相對陌生，SEL教師實驗組的教師則曾接受過系統性SEL專業學習。研究結果顯示，Second Step學齡前課程對SEL教師實驗組幼兒的內隱問題和情緒問題有顯著改善，一般教師實驗組幼兒的情緒問題和抑制力問題則是有顯著進步，不過在提升社會情緒能力上三組未呈現顯著差異。整體而言，Second Step學齡前課程對於幼兒情緒問題和執行功能具有實質效益，能為我國教育政策與SEL課程實施提供具體的實證依據與建議。

In recent years, behavioral problems have become increasingly common among young children. If this issue is neglected, it may pose significant risks to their future lives. As a result, early intervention plays a critical role. Early childhood is an important stage to develop social and emotional skills. Through the intervention of Social and Emotional Learning (SEL) program, not only social-emotional competencies and executive functions can be enhanced, but behavioral problems can also be reduced. This helps young children better prepare for their future.This study introduced a SEL program called Second Step Early Learning curriculum, developed by the U.S.-based organization Committee for Children. This program aims to develop children’s social-emotional and executive function skills. The present study localized the curriculum content and explored its implementation in Taiwanese early childhood education settings. In addition, this study examined the impact of the intervention on children's social-emotional competencies, executive function, and behavioral problems. To assess children’s development, parents and teachers asked to complete questionnaires, and children completed executive function tasks.This study adopted a quasi-experimental design and used purposive sampling to recruit 81 preschool children. The participants were assigned to three groups: the non-SEL-trained experimental group, the SEL-trained experimental group, and the control group. Both experimental groups received a 12-week intervention implementing Second Step Early Learning curriculum, while the control group didn’t receive the intervention. To explore the potential impact of teachers' SEL knowledge on the outcomes of the program, the experimental group was divided into two subgroups. The non-SEL-trained experimental group led by teachers without SEL training, while the SEL-trained experimental group led by teachers with structured SEL training. The results of this study showed that Second Step Early Learning curriculum significantly improved internalizing risks and emotional problems in the SEL-trained experimental group. The non-SEL-trained experimental group showed significant progress in emotional problems and inhibitory control. However, there were no significant differences across the three groups in terms of enhancing social-emotional competencies. Conclusion, Second Step Early Learning curriculum demonstrated substantial benefits in addressing emotional problems and executive function. This study provides valuable insights and recommendations for educational policy and the implementation of SEL programs in Taiwan.