從生活適應探討幼小銜接之社會情緒發展的能力及學習指標

Exploring Social-Emotional Competencies and Learning Indicators in the Transition From Preschool to Primary School Through Daily Life Adaptation

幼小銜接應重視社會情緒及心理發展，並提供對應的社會化經驗。本文以兒童排便事件為背景，應重視幼兒園教師幼小銜接增能與教學實踐，以促進幼兒順利在兩種不同文化間完成調適過程。從兒童學習準備內涵，並整理幼兒園教保活動課程大綱、九年課綱與108課綱的素養與能力的關聯；及社會研究跨學科的知能，以建構幼小銜接課程活動的能力與學習指標。研究結果以提升人我關係、獨立處理事務、時間管理與環境適應等四個面向的知能，各建立七項能力指標，及分別對應23、14、10、10項學習指標。建議幼兒園教師在時間軸線下，提供幼兒實際體驗情境，並為幼小銜接學習核心。另應審慎規劃小學參訪活動，尤其是教學方式及作息的體驗明顯是不足的。希冀本文能補充幼兒園教保課程活動大綱對幼小銜接之能力與學習指標的不足，以增進幼小銜接的教學成效。

The transition from preschool to primary school should emphasize socio-psychological development and provide appropriate experiences in exploration and socialization. This study begins with practical observations such as incidents involving children defecating in their pants , as well as preschoolers’curiosity and concerns. These examples highlight the importance of supporting children in adjusting to the cultural differences between preschool and elementary school environments. Central to this process is the empowerment of preschool teachers and the implementation of effective teaching practices. Through an analysis of the content of school readiness and relevant literature, this paper explores the development of the following core competencies: cognitive skills, independent living and self-care, expressive communication, adaptation to classroom norms, and group interaction. The research is based on:(1) the competence and literacy development outlined in the Preschool Curriculum Guidelines, the Grade 1–9 Curriculum Guidelines, and the 2019 Curriculum Guidelines (12-Year Basic Education); and(2) the integration of interdisciplinary knowledge through social research. Building on these foundations, the study develops competency and learning indicators for curriculum activities that support the transition from preschool to primary school. The results present four key areas of knowledge and competence: interpersonal relationships, independent problem-solving, time management, and environmental adaptation. For each area, seven major competency indicators are developed, along with 23, 14, 10, and 10 corresponding learning indicators, respectively. This study suggests that preschool teachers can use these indicators to establish learning contexts and priorities for smoother transitions. Understanding and experiencing interpersonal and situational challenges over time is identified as the core of transition learning. Additionally, limited elementary school visit activities, such as understanding and experiencing primary school teaching methods and daily routines, are deemed insufficient. Therefore, this study aims to supplement preschool educational activities with applicable indicators and provide practical references to enhance teaching effectiveness during the preschool-to-primary transition.