運用音樂遊戲增進幼兒情緒調節及人際互動之行動研究

本研究旨在探討運用音樂遊戲增進幼兒情緒調節及人際互動之行動研究。本研究以澳門一所主流幼稚園的八位中班學生為研究對象,運用音樂遊戲進入介入來觀察研究對象是否增進彼此間的人際互動及學習情緒調節的能力。本研究課程共實施了十二週,每週一次,每次四十五分鐘,教學課程設計內容有:進音樂室歌，打招呼歌，音樂故事，音樂遊戲，舒緩活動，再見歌所構成,依據幼兒身心理發展和貼近幼兒生活經驗來編制。本研究以量化數據為主,質性為輔。本研究的結果顯示音樂遊戲均反映了幼兒的情緒調節和人際互動都有所提升,如音樂遊戲會以循序漸進的原則來幫助幼兒學習調節自我情緒使用每首歌曲的特點來進行不同的音樂遊戲形式來增加與同伴互動的機會等,冀望此研究能與從事幼兒教育的同工提供一套教學方式,並供未來研究之延伸。

The objective of the present study is to investigate how music activities improve children's emotional regulation and interpersonal interaction through an intervention program in an action research. Participants were eight students drawn from a mainstream kindergarten in Macao. The intervention program was implemented within 12 weeks, once in a week, and each session lasted 45 minutes. The teaching curriculum included ice-breaking songs, greeting songs, music stories, music activities, relaxing activities, goodbye songs, which were associated to their physical and psychological development of their experience. This study is a quantitative study, supplemented by qualitative data. The results found that students’ emotional regulation and interpersonal interaction had improved after the intervention. These findings can deliver a set of teaching curricula to educators who are engaged in early childhood education setting and provide more information for further research in music activities in early childhood education.