| Summary: | 碩士 === 靜宜大學 === 管理碩士在職專班 === 107 === This study aims to summarize and analyze the previous studies on young childrens emotional education in Taiwan, through the method of content analysis. Three aspects were analyzed: the topic selection on young childrens emotional education research and the motivations to do these studies, the curriculum design of young childrens emotional education, and their suggestions from these previous studies for further young childrens emotional education research.
According to the induction, the curriculum design of young childrens emotional education was mostly based on the field of emotional ability which belonged to Kindergarten Course Outline as its curriculum goal, the emotional ability as its curriculum outline, and“the description and discussions of picture books, supplemented by other methods”as its teaching method. The instruction steps were developed in three ways of causing motivation, developing activities, and comprehensive activities. The courses were given at a fixed duration of eight weeks or more, with a maximum of 30 to 40 minutes each time. The instruction evaluation used quantitative data and qualitative data from the childrens learning files, interview materials and audio-visual materials.
Finally, the suggestions from the instructors about the emotional education curriculum were that emotional education would better be life-oriented and diversified. It also needed to be implemented for a long time, and it could be integrated with other fields of curriculum. Furthermore, the most important thing was to create an environment that may warmly accept young children. In addition, childrens emotional education should be established through cooperation with teachers and parents, and teachers should actively promote their professional expertise on emotion education.
Therefore, this study suggested that young children, teachers and parents need to receive emotional education, and education-related units should promote long-term emotional education. For these reasons, there is still some room for the future young childrens emotional education research to explore different learning objects, different teaching methods, and different teaching models.
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