| 摘要: | 本研究《幼兒身體自主權教育實踐之探究》旨在發展一套具發展適宜性且具體可行的身體自主教育課程，促進4至6歲幼兒在「身體認識」、「身體界線」與「身體自主表達」三大核心面向的認知與行為表現。課程設計結合情境教學、角色扮演、自製教具、學習單，透過教學實施、觀察紀錄與家長回饋等進行質性資料分析。
研究結果顯示，幼兒能逐步區辨私密部位與身體界線，並學習以語言清楚表達拒絕與求助，初步建構自我保護意識。此外，幼兒在活動歷程中展現出從「保護自己」轉化為「尊重他人」的態度發展，並能辨識信任支持對象，建立安全求助的初步概念。研究亦指出，部分幼兒在初期呈現對家人與教師的熟人偏誤現象，經由教學介入逐漸修正為以自身感受為核心的界線判斷邏輯。學習單促進家庭對身體教育議題的理解與開放對話，家長開始支持並實踐「孩子擁有身體決定權」的觀念。教保人員在教學歷程中展現出從語言遲疑到敏感覺察的專業成長，能自然回應幼兒在界線模糊與探索歷程中的實際需求。研究證實4至6歲幼兒具備學習身體自主概念的可塑性與潛能。
This study, "Exploring the Practice of Bodily Autonomy Education in Early Childhood," aims to develop a developmentally appropriate and practically feasible curriculum to enhance the cognitive and behavioral competencies of children aged 4 to 6 in three core areas: body awareness, bodily boundaries, and autonomous expression. The curriculum integrates contextualized instruction, role-playing, self-made teaching aids, and learning worksheets. Qualitative data were collected and analyzed through instructional implementation, observational records, and parental feedback.
The findings indicate that children gradually learned to distinguish private parts and bodily boundaries and began to use clear verbal expressions to refuse unwanted contact and seek help, forming an initial sense of self-protection. Moreover, throughout the course of the activities, children demonstrated a shift in attitude from “protecting oneself” to “respecting others,” and were able to identify trusted adults, thus developing a preliminary concept of safe support networks.
The study also revealed a familiarity bias in the early stages, where some children showed reduced vigilance toward bodily contact from familiar individuals such as family members and teachers. With instructional intervention, this bias was gradually corrected as children learned to judge boundaries based on personal feelings rather than relational familiarity.
The use of learning worksheets further facilitated family engagement, promoting open dialogue on bodily education topics. Many parents began to support and practice the belief that "children have the right to make decisions about their own bodies." Educators also demonstrated professional growth throughout the teaching process, progressing from initial hesitation to enhanced sensitivity and responsiveness. They became capable of naturally addressing children's needs during moments of boundary ambiguity and bodily exploration. The study confirms that children aged 4 to 6 possess the plasticity and potential to learn the concept of bodily autonomy. |
