社會情緒學習方案對幼兒親社會行為與問題行為之影響

The Effects of Social-Emotional Learning Program for Preschool Children on Prosocial Behaviors and Problem Behaviors

本研究旨在探討「社會情緒學習方案融入幼兒教育」對幼兒親社會行為與問題行為之效果。研究對象為臺北市某幼兒園之學齡前幼兒，本研究採用「不等組前後測準實驗設計」，指派一班幼兒為實驗組（30人），實施為期六週，每週二次的社會情緒學習活動；教學介入課程時間約介於30分鐘至50分鐘之間，另一班幼兒則為控制組（30人），僅進行一般課程活動。研究工具包含「長處和困難問卷量表（T-SDQ）」、「行為評量系統量表（BASC-3）」量化工具，以共變數分析檢驗研究假設。課程內容的設計包括情緒探索活動、繪本導讀、團體討論、生活經驗分享等課程形式，引導幼兒覺察情緒並學習表達調適，增進社會情緒能力。研究結果發現，接受「社會情緒學習方案」的實驗組幼兒，親社會行為顯著上升，而在問題行為顯著下降。在教師回饋中，實驗組之評量教師認同本教學課程有意義且有助於提升幼兒行為表現。最後根據本研究結果提出討論和具體建議，以作為後續社會情緒學習方案融入幼兒教育及未來研究的參考。

This study investigates the impact of Social and Emotional Learning (SEL) programs integrated into preschool education on young children’s prosocial behaviors and problem behaviors. SEL, as advocated by the Collaborative for Academic, Social, and Emotional Learning (CASEL), emphasizes self-awareness, emotional regulation, empathy, relationship-building, and responsible decision-making. Its integration into education has gained global traction due to its proven benefits in emotional development and social outcomes. In Taiwan, initiatives like Taipei’s Education Bureau SEL promotion since 2018 have underscored its growing importance. By fostering social-emotional competencies, SEL addresses critical developmental milestones that influence children’s lifelong adaptability and success.
Research focusing on SEL in preschool settings highlights its foundational role in early childhood development. Preschool is a critical period for emotional and social skill acquisition, where children begin forming relationships, managing emotions, and engaging in collaborative play. Studies show that SEL interventions at this stage promote emotional resilience and reduce disruptive behaviors. SEL programs have demonstrated that preschool children receiving SEL support exhibit significant improvements in emotional understanding, self-control, and prosocial behaviors. Furthermore, SEL in preschool has been linked to smoother transitions into primary education, with children better equipped to navigate structured learning environments and interpersonal challenges. Within the Taiwanese context, integrating SEL into preschools aligns with broader efforts to enhance early childhood education quality. Emphasizing SEL not only supports children’s socio-emotional well-being but also addresses increasing concerns about managing classroom behaviors. By tailoring SEL strategies to cultural and developmental needs, programs can create inclusive and nurturing environments where every child has the opportunity to thrive.
Conducted in a Taipei preschool, this research employed a quasi-experimental design involving 60 preschoolers divided into an experimental group and a control group. The participants were drawn from two mixed-age classrooms (average age: 5 years) within an independent preschool. Each class comprised 30 children, totaling 60 participants for the study. One class was designated as the experimental group, which received the SEL intervention, while the other served as the control group and continued with regular classroom routines. Over six weeks, the experimental group engaged in SEL activities twice weekly, while the control group continued with regular classroom routines. Each SEL session, lasting 30 to 50 minutes, incorporated structured yet flexible activities such as emotional exploration, picture book discussions, group dialogues, and life experience sharing to enhance children’s social and emotional competencies.
Measurements were obtained using the Strengths and Difficulties Questionnaire (T-SDQ) and the Behavior Assessment System for Children (BASC-3), two robust tools for assessing behavioral and emotional development in children. The T-SDQ evaluates five key domains: Prosocial behavior, emotional problems, conduct problems, hyperactivity/inattention, and peer relationship problems. This tool provided comprehensive insights into both positive and negative behavioral tendencies. The BASC-3, a multidimensional measure, assessed broader aspects of children’s behaviors, including externalizing problems, internalizing problems, and adaptive skills. Together, these tools enabled a nuanced analysis of the SEL program’s impact, capturing changes in emotional regulation, interpersonal skills, and overall behavioral adjustment. Statistical analyses of preand post-intervention data were conducted using Analysis of Covariance (ANCOVA), which controlled for pre-intervention differences and highlighted significant shifts in the experimental group compared to the control group, affirming the intervention’s effectiveness.
The SEL curriculum used in this study was inspired by Melbourne University’s COPE-Resilience framework, tailored to align with preschoolers’developmental needs while incorporating CASEL’s five core competencies. Emotional exploration activities helped children recognize and articulate their feelings, while picture book discussions encouraged empathy and reflection. Group dialogues facilitated peer interaction and collaboration, and life experience sharing brought personal relevance to the lessons, ensuring greater retention and application of learned skills. These activities not only targeted immediate behavioral changes but also aimed to instill foundational social-emotional skills that could benefit children in future interactions.
Results demonstrated that the SEL program significantly enhanced prosocial behaviors and reduced problem behaviors among the experimental group. Quantitative analyses revealed that prosocial behaviors in the experimental group showed a large effect size (partial eta squaDred,η2 p = 0.52), reflecting significant increases in cooperation, empathy, and peer support. Conversely, problem behaviors, such as hyperactivity and problem behavior, were significantly reduced, with small to moderate effect sizes (η2 p = 0.09 to 0.71). Teachers’observations highlighted improvements in specific areas of problem behaviors. For instance, in terms of“externalizing problems,”teachers noted that children demonstrated better emotional regulation, such as reducing aggressive behaviors by stabilizing their emotions. Regarding“behavioral symptoms,”teachers observed increased attention span, with children focusing more on tasks of interest, indicating the program’s substantive impact on behavioral symptoms. In the area of“adaptive skills,”children showed improved emotional expression, learning to use vocabulary to articulate their feelings and inner thoughts effectively. However, for“internalizing problems,”teachers pointed out that concerns such as family-related stress—e.g., parental separation or socio-economic difficulties—persisted, suggesting that collaboration between school and family is essential for comprehensive support. While the program did not significantly reduce internalizing problems immediately, these issues may have delayed effects that warrant further attention. Overall, the findings support the hypothesis that SEL interventions meaningfully enhance children’s behavioral outcomes.
In addition, teachers provided qualitative feedback emphasizing the transformative impact of the SEL curriculum on classroom dynamics. They observed a marked decrease in disruptive behaviors, such as outbursts and conflicts, alongside an increase in peer collaboration and respect. These behavioral shifts were attributed to the program’s focus on emotional awareness and interpersonal skills, which equipped children with strategies to navigate social situations more effectively.
The findings are consistent with global research affirming SEL’s effectiveness in promoting emotional well-being and academic readiness. Evidence from this study showed that integrating SEL into preschool settings is particularly impactful in fostering prosocial behaviors such as cooperation, empathy, and mutual support. These behaviors are crucial for building positive relationships and adapting to social environments. The reduction in problem behaviors, such as aggression, hyperactivity, and emotional outbursts, further underscores the program’s utility in early childhood education. Teachers’feedback highlighted the transformative effect of SEL activities on classroom dynamics, noting improvements in children’s ability to manage conflicts, express emotions constructively, and engage meaningfully with peers.
The broader implications of this study suggest that SEL should be a cornerstone of early education policy and practice. Policymakers are encouraged to allocate resources for the widespread adoption of SEL frameworks in preschools, emphasizing teacher training and curriculum development. Providing educators with the tools and strategies to implement SEL effectively can amplify its impact, creating nurturing learning environments that support holistic child development. Furthermore, family engagement initiatives could enhance the sustainability of SEL interventions by reinforcing these skills in home settings.
Future research should explore the longitudinal effects of SEL programs, tracking children’s social and emotional development over time to assess their sustained impact. Comparative studies across different cultural and socioeconomic contexts could provide insights into how SEL frameworks can be adapted to diverse educational environments. Additionally, investigating the integration of SEL into digital and blended learning platforms could extend its reach, especially in regions with limited access to traditional classroom settings.
By demonstrating the feasibility and effectiveness of SEL in a Taiwanese preschool context, it adds to the global understanding of how early social-emotional interventions can shape children’s developmental trajectories. The findings advocate for a shift in educational paradigms, where emotional and social competencies are valued alongside academic achievements. As education systems worldwide grapple with the complexities of preparing children for an uncertain future, SEL offers a pathway to equip young learners with the resilience, empathy, and adaptability needed to thrive.