情緒言談共讀技巧介入訓練對幼兒情緒認知及情緒調節能力之影響_

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

來源文獻資料
摘要
外文摘要
引文資料

題名：	情緒言談共讀技巧介入訓練對幼兒情緒認知及情緒調節能力之影響
書刊名：	教育心理學報
作者：	顏嘉辰／翟敏如
作者(外文)：	Yen, Chia-chen／Tsai, Min-ju
出版日期：	2016
卷期：	48:1
頁次：	頁113-132
主題關鍵詞：	情緒言談；情緒認知；情緒調節；對話式情緒言談共讀技巧；Dialogical reading for emotion-laden books；Emotional language；Emotional regulation；Emotion understanding
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:3 共同引用:39 點閱:40

本研究旨在探討家長情緒言談共讀技巧介入訓練對幼兒情緒認知及情緒調節能力之影響。採準實驗研究設計，以臺南市三間公立幼兒園大班，共59名幼兒為研究對象，分為實驗組一家長接受對話式情緒言談共讀技巧介入訓練，並與幼兒共讀情緒繪本；實驗組二家長未接受對話式情緒言談共讀技巧介入訓練，但與幼兒共讀情緒繪本；控制組家長未接受對話式情緒言談共讀技巧介入訓練，並與幼兒共讀動物生態繪本。每週親子共讀2本繪本，合計16本，三組於實驗處理前後，採用一對一情緒認知測驗、幼兒情緒發展量表（內含幼兒情緒認知分量表及情緒調節分量表）（家長版）及（教師版）進行施測。本研究主要發現為：（1）於不同組別的實驗設計，分析3份量表的前後測成績，發現各組有顯著差異；（2）在所有幼兒情緒認知測驗結果分析上，均發現實驗組一顯著優於控制組，但僅在一對一情緒認知測驗和幼兒情緒認知分量表（教師版）發現實驗組一顯著優於實驗組二，並且在幼兒情緒認知分量表（教師版）上，僅發現實驗組二顯著優於控制組；（3）在兩種幼兒情緒調節量表結果分析分析上，均發現實驗組一顯著優於實驗組二和控制組，同時實驗組二亦顯著優於控制組。最後，依本研究結果給予未來研究親子情緒言談共讀技巧訓練提出具體建議。

以文找文

The purpose of this study was to explore the effects of parent-child discussion skills on kindergartners' emotional understanding and emotion regulation. Fifty-ninechildren, 5 to 6 years of age, and their parents participated. A quasi-experimental method was adoptedin this study. Three classrooms of participants were divided into 3 groups: experimental group 1, who recieved training in dialogical reading skills for emotion-laden books and engaged in shared reading of emotion-laden books; experimental group 2, who engaged in shared reading of emotion-laden books without discussion training, and acontrol group who engaged in shared reading of books about animals whitout discussion training. Parents and children engaged in shared reading of two books each week, reading a total of 16 books. The 3 groups were administrated pre- and post-tests, which included the Chiniese version of Test of Emotion Comprehension (TEC)and the teacher and parent versions of Children Emotional Development Scale (CEDS). The results of the study are listed as follows: (1) there were significant differences between five measurements; (2) experimental group 1 wassignificantly better than the control group in three measurements of emotional understanding, experiment group 1 wassignificantly better than experiment 2 only on TEC and teacher version of CEDS, and experiment group 2 wassignificantly better than the control group only on the teacher version of CEDS; (3)on two measurements of emotion regulation,experiment group 1 wassignificantly better than experiment group 2 and control group, experiment group 2 wassignificantly better than the control group as well. Suggestions for parent emotional talk skills training program were provided for future studies.

以文找文

期刊論文
1.	Lonigan, C. J.、Whitehurst, G. J.(1998)。Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds。Early Childhood Research Quarterly，13(2)，263-290。
2.	Zevenbergen, A. A.、Whitehurst, G. J.、Zevenbergen, J. A.(2003)。Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families。Journal of Applied Developmental Psychology，24(1)，1-15。
3.	Denham, S. A.、Mitchell-Copeland, J.、Strandberg, K.、Auerbach, S.、Blair, K.(1997)。Parental contributions to preschoolers’ emotional competence: Direct and indirect effects。Motivation and Emotion，27(1)，65-86。
4.	Adrian, J. E.、Clemente, Rosa A.、Villanueva, L.、Rieffe, C.(2005)。Parent-child picture book reading: Mothers' mental state language and children's theory of mind。Journal of Child Language，32(3)，673-686。
5.	Symons, D.、Peterson, C.、Slaughter, V.、Roche, J.、Doyle, E.(2005)。Theory of mind and mental state discourse during book reading and story-telling tasks。British Journal of Developmental Psychology，23(1)，81-102。
6.	翟敏如(20140600)。分析情緒繪本於幼兒情緒學習之應用與限制。人文社會學報，10(2)，89-111。延伸查詢
7.	Denham, S. A.、Sharon, A.(1995)。Mother-child dialogue about preschoolers’ emotions and preschoolers’ emotional competence。Genetic, Social & General Psychology Monographs，121(3)，313-340。
8.	Doyle, B. G.、Bramwell, W.(2006)。Promoting emergent literacy and social-- emotional learning through dialogic reading。Reading Teacher，59(6)，554-564。
9.	Eisenberg, N.、Zhou, Q.、Spinrad, T. L.、Valiente, C.、Fabes, R. A.、Liew, J.(2005)。Relations among positive parenting, children's effortful control, and externalizing problems: A three-wave longitudinal study。Child Development，76(5)，1055-1071。
10.	陳書梅(2009)。用繪本談情緒。親子天下，5，210-213。延伸查詢
11.	Dunn, J.、Brown, J.、Beardsall, L.(1991)。Family Talk about Feeling States and Children's Later Understanding of Others' Emotions。Developmental Psychology，27(3)，448-455。
12.	林月仙、吳裕益、蘇純瑩(2005)。對話式閱讀對學前身心障礙兒童詞彙能力之影響。特殊教育研究學刊，29，49-72。延伸查詢
13.	張鑑如、劉惠美(2011)。親子共讀研究文獻回顧與展望。教育心理學報，43，315-336。延伸查詢
14.	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，44(1)，27-48。延伸查詢
15.	翟敏如(2013)。對話式閱讀技巧應用於幼兒情緒繪本共讀之初探。課程與教學季刊，16(4)，209-238。延伸查詢
16.	簡碧瑱、涂妙如(2012)。參與親子共讀課程家長的閱讀信念、共讀行為及幼兒語言能力之初探。人類發展與家庭教育學報，14，125-153。延伸查詢
17.	Curenton, S. M.、Craig, M. J.(2011)。Shared-reading versus oral storytelling: Associations with preschoolers' prosocial skills and problem behaviours。Early Child Development and Care，181(4)，123-146。
18.	Aram, D.、Fine, Y.、Ziv, M.(2013)。Enhancing parent-child shared book reading interactions: Promoting references to the book's plot and socio-cognitive themes。Early Childhood Research Quarterly，28(1)，111-122。
19.	Aram, D.、Shapira, R.(2012)。Parent-child shared book reading and Children's language, literacy, and empathy development。Rivista Italiana Di Educazione Familare，2，55-65。
20.	Denham, S. A.、Cook, M.、Zoller, D.(1992)。"Baby looks very sad": Implications of conversations about feelings between mother and preschooler。British Journal of Developmental Psychology，10(3)，301-315。
21.	Denham, S. A.(1986)。Social cognition, prosocial behavior, and emotion in pre schoolers: Contextual validation。Child Development，57(1)，194-201。
22.	Gavazzi, I. G.、Ornaghi, V.(2011)。Emotional state talk and emotion understanding: A training study with preschool children。Journal of Child Language，38(5)，1124-1139。
23.	Dunn, J.、Brown, J.、Slomkowski, C.、Tesla, C.、Youngblade, L.(1991)。Young children's understanding of other people's feelings and beliefs: Individual differences and their antecedents。Child Development，62(6)，1352-1366。
24.	Havighurst, S. S.、Wilson, K. R.、Harley, A. E.、Prior, M. R.、Kehoe, C.(2010)。Tuning in to Kids: Improving emotion socialization practices in parents of preschool children-findings from a community trial。Journal of Child Psychology & Psychiatry，51(12)，1342-1350。
25.	Lagattuta, K. H.、Wellman, H. M.(2002)。Differences in early parent-child conversations about negative versus positive emotions: Implications for the development of psychological understanding。Developmental Psychology，38(4)，564-580。
26.	Landry, S. H.、Smith, K. E.、Swank, P. R.、Zucker, T.、Crawford, A. D.、Solari, E. F.(2012)。The effects of a responsive parenting intervention on parent-child interactions during shared book reading。Developmental psychology，48(4)，969-986。
27.	Ornaghi, V.、Grazzani, I.(2013)。The relationship between emotional-state language and emotion understanding: A study with school-age children。Cognition & Emotion，27(2)，356-366。
28.	Pons, F.、Harris, P. L.、de Rosnay, M.(2004)。Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organizations。European Journal of Developmental Psychology，1，127-152。
29.	Pons, F.、Harris, P. L.、Doudin, P. A.(2002)。Teaching emotion understanding。European Journal of Psychology of Education，17(3)，293-304。
30.	Pons, F.、Lawson, J.、Harris, P. L.、de Rosnay, M.(2003)。Individual differences in children's emotion understanding: Effects of age and language。Scandinavian Journal of Psychology，44(4)，347-353。
31.	Raikes, H. A.、Thompson, R. A.(2008)。Conversations about emotion in high-risk dyads。Attachment & Human Development，10(4)，359-377。
32.	Raver, C.(2002)。Emotions matter: Making the case for therole of young children's emotional development for earlyschool readiness。Social Policy Report of the Society forResearch in Child Development，16(3)，1-20。
33.	Salmon, K.、Dadds, M. R.、Allen, J.、Hawes, D. J.(2009)。Can emotional language skills be taught during parent training for conduct problem children?。Child Psychiatry and Human Development，40(4)，485-498。
34.	Dale, P. S.、Crain-Thoreson, C.、Notari-Syverson, A.、Cole, K.(1996)。Parent-child book reading as an intervention technique for young children with language delays。Topics in Early Childhood Special Education，16(2)，213-235。
35.	Fung, P.-C.、Chow, B. W.-Y.、McBride-Chang, C.(2005)。The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school-aged students in Hong Kong。Journal of Deaf Studies and Deaf Education，10(1)，82-95。
36.	Whitehurst, G. J.、Falco, F. L.、Lonigan, C. J.、Fischel, J. E.、DeBaryshe, B. D.、Valdez-Menchaca, M. C.、Caulfield, M.(1988)。Accelerating language development through picture book reading。Developmental Psychology，24(4)，552-559。
37.	Garner, P. W.、Jones, D. C.、Gaddy, G.、Rennie, K. M.(1997)。Low-income Mothers' Conversations about Emotions and Their Children's Emotional Competence。Social Development，6(1)，37-52。

研究報告
1.	簡淑真、郭李宗文(2006)。幼托整合後幼兒園教保活動綱要及能力指標：情緒領域期中報告。延伸查詢

學位論文
1.	陳珮蓉(2008)。母子情緒討論與幼兒情緒調節之關係(碩士論文)。國立臺南大學。延伸查詢
2.	林文婷(2008)。幼兒教師情緒智力與幼兒情緒能力之相關研究(碩士論文)。國立台東大學。延伸查詢
3.	劉宜芳(2010)。母親教養態度與幼兒情緒能力之相關研究--以基隆市為例(碩士論文)。國立臺東大學。延伸查詢
4.	Mincic, M. S.(2009)。Dialogic reading with emotion-laden storybooks: Intervention methods to enhance children's emergent literacy and social-emotional skills(博士論文)。George Mason University，Fairfax, VA。

圖書
1.	楊俐容(2009)。情緒教養，從家庭開始。台北：天下雜誌。延伸查詢
2.	Denham, Susanne A.(1998)。Emotional Development in Young Children。New York, NY：Guilford Press。
3.	Macklem, G. L.(2008)。Practitioner's guide to emotion regulation in school-aged children。Springer。
4.	吳明隆(2010)。SPSS 操作與應用：變異數分析與實務。台北：五南。延伸查詢
5.	陳書梅(2008)。兒童情緒療癒繪本解題書目。台北：台大出版中心。延伸查詢
6.	Denham, S. A.、Burton, R.(2003)。Social and emotional prevention and intervention programming for preschoolers。New York, NY：Kluwer Academic/Plenum。
7.	Goleman, D.(1995)。Emotional intelligence。Bantam Books。
8.	Domitrovich, C. E.、Greenberg, M. T.、Kusché, C. A.、Cortes, R.(2004)。Preschool promoting alternative thinking strategies--Instructors’ Manual。South Deerfield, MA：Channing Bete Company。

其他
1.	Bridges, L. J.，Margie, N. G.，Zaff, J. F.(2001)。Background for community-level work on emotional well-being in adolescence: Reviewing the literature on contributing factors，http://www.researchgate.net/publication/239794897_Background_for_Community-Level_Work_on_Emotional_Well-being_in_Adolescence_Reviewing_the_Literature_on_Contributing_Factors， 2014/08/18。
2.	Webster-Stratton, C.(1995)。Emotion regulation，http://www.google.com.tw/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCMQFjAB&url=http%3A%2F%2Fincredibleyears.com%2Fdownload%2Fresources-for-parents%2Femotional-regulation-1-2.pdf&ei=YDXsU_X5EZDc8AX9w4DYBw&usg=AFQjCNF07MHValL_8PTC7pmQFmfw_T_zkQ。

圖書論文
1.	Cicchetti, D.、Ganiban, J.、Barnett, D.(1991)。Contributions from the study of high-risk populations to understanding the development of emotion regulation。The development of emotion regulation and dysregulation。New York, NY：Cambridge University Press。
2.	Harris, P. L.(2008)。Children's Understanding of Emotion。Handbook of emotions。New York, NY：Guilford Press。
3.	Zahn-Waxler, C.、Cummings, E. M.、Cooperman, G.(1984)。Emotional development in childhood。Annals of Child Development。Greenwich, CT：JAI Press。

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

1.	公共圖書館「閱讀起步走」親子共讀之研究--以臺中市立圖書館龍井分館為例
2.	幼兒園推動親子共讀實踐策略、成效與侷限
3.	雙親家庭親職參與及家庭社會經濟背景與幼兒語言發展關聯之研究
4.	幼兒教師情緒智力與實施情緒教育之研究
5.	運用社交機器人輔助情緒繪本教學對幼兒情緒能力的影響
6.	對話式繪本閱讀對智能障礙兒童口語敘事能力處遇成效之研究
7.	家庭社經地位對新住民子女語言發展之影響：以新住民母親華語能力、親子共讀時間為中介變項
8.	親子共讀對新住民孩童心理社會發展困境之緩衝效果
9.	公共圖書館說故事活動對幼兒閱讀素養發展之影響：以照護者觀點探討
10.	國內情緒表達議題圖畫書之內容分析
11.	及早為幼兒搭建形成概念的鷹架：臺灣幼兒認知發展調查資料的解讀
12.	發展遲緩幼兒及一般幼兒對不同表徵繪本之眼動注意力與繪本理解差異之研究
13.	親子共讀研究在認知與語文取向分析的回顧與展望
14.	公共圖書館推展發展性互動式兒童書目療法服務經驗談--以桃園市立圖書館「心靈處方箋」系列活動為例
15.	家庭脈絡下的親子共讀與幼兒發展關係--臺灣幼兒發展調查資料庫的應用與分析

1.	公共圖書館推展家庭學習方案之研究：以國立臺灣圖書館為例
2.	國小教師閱讀教學專業能力指標建構之研究
3.	促進學前語言發展遲緩兒童啟蒙讀寫能力之課程研究
4.	家庭語文經驗對幼兒詞彙表達能力影響之研究－生態系統理論PPCT的應用－

1.	兒童之情緒認知
2.	少子化之幼兒園教育

無相關著作

1.	執行功能對4歲幼兒情緒勝任力的影響：語言的中介作用
2.	親子共讀研究在認知與語文取向分析的回顧與展望
3.	兒童讀本結合全語言閱讀教學與鷹架學習概念運用於國小國語課程之學習成效探討
4.	對話式閱讀對於弱勢幼兒的語言能力之影響
5.	學習對話式閱讀對提升家長親子共讀技巧之成效
6.	探究生氣繪本情緒文本內容對於幼教師情緒言談之影響
7.	提升臺灣低社經幼兒語言發展的「對話式閱讀」延伸實驗
8.	親子對話式共讀圖畫書之語言分析：母親的閱讀引導與幼兒的語言訊息
9.	分析情緒繪本於幼兒情緒學習之應用與限制
10.	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
11.	情緒認知判斷裡的情境性初探
12.	影響學生學業成就之有效能學校階層線性模式探究---以PISA 2012台灣資料庫為例

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫