The Action Research of Using Emotional Curriculum to Enhance Children’s Emotional Competence

• Main Authors: HUANG, WEI-HSIN, 黃薇芯
• Other Authors: CHEN, YA-LING
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/53027522346527655789

碩士 === 國立屏東大學 === 幼兒教育學系碩士班 === 103 === Due to the low birth rate, family structure and child-rearing attitude have changed in recent years. Researcher has observed that children lack the abilities of facing and regulating their negative emotions. The main purpose of this study is to develop emotion curriculum for young children to enhance children’s emotion regulation abilities. This study adopted action research method to explore the difficulties of the curriculum implementation and its influences on children’s emotional competence. The research participants were individual cases who had emotional problems in researcher’s classroom. This study adopted observation, reflection, document collection, and interview methods to collect data. Data were then analyzed qualitatively. Research findings are as the following: (1) with the implementation of "emotion picture book", "group discussion", "context simulation" and "learning sheet" strategies in the curriculum , children’s emotion regulation abilities have improved. Children tend to use cognitive adjustment strategies, emotion regulation strategies, and behavior regulation strategies to replace crying, knocking floor and digging-arm responses. The main difficulties of conducting the emotion curriculum include: (1) obedience to most people’s behaviors; (2) comprehension difficulty of emotions’ terminologies. Next, the researcher discusses possible ways of solving the above-mentioned problems. Finally, based upon the findings, researcher provides suggestions to teachers’ teaching, policy and future research.