幼兒感覺統合與情緒能力之相關研究

Please use this identifier to cite or link to this item: https://dyhuir.dyhu.edu.tw/ir/handle/987654321/1502

Title:	幼兒感覺統合與情緒能力之相關研究
Other Titles:	A Study on the Relationships between Sensory Integration and Emotional Competence in Young Children
Authors:	侯永佳
Contributors:	龔美娟
Keywords:	幼兒;感覺統合;情緒能力;young children;sensory integration;emotional competence
Date:	2025
Issue Date:	2025-09-02T08:03:25Z
Publisher:	德育學校財團法人德育護理健康學院;幼兒保育系碩士班
Abstract:	幼兒時期是感覺統合與情緒能力發展的關鍵階段，這兩者對幼兒的身心健康和未來的社會適應具有深遠影響。情緒能力不僅是幼兒適應環境、與他人建立良好關係的基礎，也是學習成功與心理健康的重要指標；感覺統合亦是。然而，若幼兒感覺統合失調，可能導致情緒表現不穩定、自控力不足或行為問題。本研究旨在探討幼兒感覺統合不同面向與情緒能力之間的相關性，並期望為幼兒教育實務與理論發展提供實證依據。研究對象為幼兒園中班、大班幼兒與家長，樣本數為52位。研究採用量化研究法，讓家長填寫「幼兒感覺發展檢核表」（包含前庭反應不足、觸覺防禦與感覺敏銳抑制困難、發育性運用障礙、空間與形狀視覺失常/視覺學習困難、重力不安全症等五個面向）與「幼兒情緒能力評量表」（包含了解自己的情緒、了解他人情緒、情緒調適、自我激勵等四個面向），以評估幼兒感覺統合及情緒能力之狀況。問卷數據採用描述統計、皮爾森相關係數及多元迴歸分析進行統計處理。研究結果顯示，受試幼兒皆未出現感覺統合失調問題，樣本具一般幼兒代表性。整體而言，幼兒在情緒能力表現良好，其中了解自己的情緒、自我激勵與了解他人情緒能力較為突出，情緒調適雖相對較低，但仍維持平均水準。幼兒感覺統合與情緒能力之間存在邊緣顯著與顯著之相關。感覺統合五個面向中，與情緒調適能力全部呈現顯著負相關；在自我激勵方面，除前庭反應不足未達顯著外，其餘四面向均呈顯著負相關。此外，感覺統合與了解自己的情緒僅在重力不安全症出現顯著負相關，與了解他人情緒則僅於重力不安全症呈現邊緣顯著負相關。逐步多元迴歸分析結果顯示，感覺統合變項對幼兒情緒能力具顯著預測力。重力不安全症可顯著預測幼兒「了解自己的情緒」能力，顯示當幼兒在身體空間控制或感受重力方向上感到不安全時，其對自我情緒的察覺與理解能力較低。在「情緒調適能力」方面，發育性運用障礙與空間和形狀視覺失常／視覺學習困難為主要預測變項，顯示幼兒在動作協調或視覺空間學習困難時，情緒調適能力可能明顯下降。此外，發育性運用障礙亦可顯著預測幼兒「自我激勵能力」，表示幼兒若在動作計畫與協調上出現困難，對自我激勵的支持也相對薄弱。整體而言，感覺統合困難與情緒能力密切相關，並對情緒理解與調適的發展具有潛在影響。本研究結果有助於深化對幼兒感覺統合與情緒發展關係的理解，並可作為教育人員與家長於幼兒教養與教學策略上的參考，強調早期發現與介入感覺統合問題對促進幼兒情緒發展之重要性。 Early childhood is a critical period for the development of sensory integration and emotional competence, both of which profoundly influence children’s physical and mental health as well as their future social adaptation. Emotional competence is not only fundamental for young children to adjust to their environment and establish positive relationships with others but also serves as a key indicator of academic success and psychological well-being; sensory integration plays an equally vital role. However, when sensory integration dysfunction occurs, it may lead to emotional instability, poor self-control, or behavioral problems. This study aimed to examine the relationships between different dimensions of sensory integration and emotional competence in young children and to provide empirical evidence for early childhood education practices and theoretical development. The participants were parents of 52 preschool children (ages 4–6) enrolled in middle and upper kindergarten classes. A quantitative research design was adopted, and parents completed the “Preschool Sensory Development Checklist” (which includes five dimensions: vestibular under-responsiveness, tactile defensiveness and sensory modulation difficulties, developmental dyspraxia, spatial and form perception/visual learning difficulties, and gravitational insecurity) and the “Preschool Emotional Competence Scale” (which includes four dimensions: understanding one’s own emotions, understanding others’ emotions, emotional regulation, and self-motivation). Descriptive statistics, Pearson’s correlation, and stepwise multiple regression analyses were used for data analysis. The results indicated that the children did not exhibit sensory integration dysfunction, suggesting the sample is representative of the general preschool population. Overall, they demonstrated good emotional competence, with stronger abilities in understanding their own emotions, self-motivation, and understanding others’ emotions. Although emotional regulation was relatively lower compared to other dimensions, it remained within an average range. Results of the correlation analysis indicated marginally significant and significant associations between sensory integration and emotional competence. All five sensory integration dimensions were significantly negatively correlated with emotional regulation, and four of them (except vestibular under-responsiveness) were also significantly negatively correlated with self-motivation. Gravitational insecurity showed a significant negative correlation with understanding one’s own emotions and a marginally significant negative correlation with understanding others’ emotions. Stepwise multiple regression analyses further revealed that gravitational insecurity significantly predicted understanding one’s own emotions; developmental dyspraxia and spatial and form perception/visual learning difficulties were key predictors of emotional regulation; and developmental dyspraxia also significantly predicted self-motivation. Overall, sensory integration difficulties were closely related to emotional competence and may have potential impacts on the development of emotional awareness and regulation. These findings contribute to a deeper understanding of the relationship between sensory integration and emotional development in young children and provide valuable insights for educators and parents in designing caregiving and teaching strategies, highlighting the importance of early detection and intervention in sensory integration issues to support emotional development.
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