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在香港低社經背景的幼稚園中以節奏與動作活動促進幼兒的自我調節能力(RAMSR): 一項隨機試驗

資助計劃

優配研究金 (RGC)

獲批金額

HK$1,134,700

授獎年份

2021

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在香港低社經背景的幼稚園中以節奏與動作活動促進幼兒的自我調節能力(RAMSR): 一項隨機試驗

 

自我調節對於入學準備、學業成就和終身福祉至關重要（Bull & Lee，2014；Diamond，2016）。確定有效的干預措施來解決早期自我監管問題至關重要。 「自我調節的節奏和運動」（RAMSR）是一種創新的課堂介入措施，對兒童的自我調節技能顯示出積極的影響（Williams & Berthelsen，2019）。

 

我們對 14 所服務低社會經濟地位幼童的幼兒園進行一連串對於介入措拖的隨機對照試驗，我們將探討：

  1. 網上培訓課程對於提升教師實行RAMSR的有效性；
  2. 於不同等級影響執行忠實度的各個因素；
  3. RAMSR 對 K1 兒童自我調節的即時影響和實施介入措施後六個月的影響。

 

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永續發展目標

2015年，聯合國成員國同意17項全球永續發展目標（SDG），旨在消除貧窮、保護地球、和確保全民繁榮。研究團隊致力於以下永續發展目標的實現：

 

有關研究員

Professor BAUTISTA ARELLANO Alfredo

幼兒教育學系

abautista@eduhk.hk

更多資料

 

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(首席研究員 Alfredo Bautista 博士於 2024 年 6 月 2 日在香港教育大學舉行的第一屆國際幼兒教育及發展研究會議 (InCRECE) 上發表與本計劃有關的演講。)

本研究的目的是填補教師網上專業發展，有關幼童自我調節能力方面的知識空白；實施低成本、易於擴展和可持續的網上專業發展，以培訓幼稚園教師進行RAMSR介入措施；調查這項專業發展對教師實施RAMSR能力的有效性；分析與不同等級影響執行忠實度的各個因素；檢視RAMSR對香港幼稚園第一班兒童自我調節能力的影響；以及在所有香港幼稚園中推廣RAMSR網上專業發展，同時提供政策建議以維持這項工作。

 

研究在多個層面上都具有重要意義：在教育方面，它有可能促進教師和兒童的學習；在社會方面，它強調了培養早期自我調節能力的重要性，特別是對弱勢兒童而言；在政治方面，研究結果將為在香港幼稚園環境下設計可行和現實的全系統教師培訓措施提供資訊，以減少社會經濟差距和社會成本。 

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（團隊成員之一 Ng Siu-Ping，在 2024 年 7 月於芬蘭赫爾辛基舉行的第 36 屆國際音樂教育學會 (ISME) 世界大會上發表了與本研究相關的演講。）

在短期（1-3 年）內，直接受益者將包括參與計劃的幼稚園的所有教師、兒童和家長（估計 140 名教師），可能會改善約 2,240 名兒童的自我調節能力。在中期（4-10 年），受惠者將擴大至包括幼稚園教師、兒童、家長和教育政策制定者，因為網上專業發展將透過全港性的網上平台傳遞至全港幼稚園，惠及社會各階層的兒童。長遠（10 年以上）來說，最終的受益者將是整個香港社會，因為有系統地接觸這些活動的幼兒可以在學業和非學業方面取得更好的成績。

出版刊物 

  1. Bautista, A., Williams, K., Lee, K., & Ng, S-P. (2024). Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies. Journal of Early Childhood Teacher Education. https://doi.org/10.1080/10901027.2024.2327424 
  1. Bautista, A., Ng, S. P., Pan, Y., Wan, Y. Y., & Williams, K. E. (2024). Actividades de ritmo y movimiento para fomentar la autorregulación infantil. Eufonía. Didáctica de la Música, 98, 66-72.
  1. Bautista, A., Ng, S. P., Pan, Y., Wan, Y. Y., & Williams, K. E. (2025, in press). RAMSR: Innovative rhythm and movement lessons to foster children’s self-regulation in Asian preschools. In A. Bautista (Ed.), Arts and creativity in east and southeast Asian preschools: Towards ‘glocal’ pedagogies. Springer. 
  1. Ng, S.-P., Bautista, A., & Williams, K. E. (2023). Kindergarten teachers’ knowledge of and beliefs in the influence of music and movement on children’s self-regulation. Revista Electrónica de LEEME, 51, 116-130. https://doi.org/10.7203/LEEME.51.25809
  1. Ng, S.-P., & Bautista, A. (2024). Hong Kong kindergarten teachers’ satisfaction and engagement in a music-and-movement online professional development course. Education Sciences, 14(11), 1178. https://www.mdpi.com/2227-7102/14/11/1178
  1. Ng, S. P., Bautista, A., Lee, K., & Williams, K. E. (in press). Impact of online professional development on Hong Kong kindergarten teachers’ confidence: An experimental study. Australian Journal of Music Education, 56(2).
  1. Pan, Y., & Bautista, A. (Submitted). Early childhood music interventions with positive child outcomes: A scoping review of experimental studies. 
  1. Wan, Y. Y., Pan, Y., Ng, S.-P., & Bautista, A. (2023). Hong Kong parents’ beliefs about the impact of music on children’s development. Korean Journal of Research in Music Education, 52(4), 121-136. https://doi.org/10.30775/KMES.52.4.121 
  1. Wan, Y. Y, Bautista, A., Pan, Y., Ng, S.-P., & Williams, K. E. (submitted). Effectiveness of an online music professional development for kindergarten teachers: Implementation fidelity and teachers’ perspectives
  1. Williams, K. E., Bautista, A., Bentley, L., Wan, Y. Y, Pan, Y., & Ng, S.-P. (in preparation) Effectiveness of a rhythm and movement intervention delivered by Hong Kong teachers in low socio-economic communities
  1. Williams, K.E., Bautista, A., Bentley, L., Wan, Y. Y, Pan, Y., & Ng, S.-P. (in preparation). The impact of a rhythm and movement intervention in strengthening Hong Kong kindergarten children’s social skills. 
  1. Wong, J., Bautista, A., Ho, Y-L., & Kong, S-H. (2023). Preschool teachers’ music-specific professional development preferences: Does teaching experience matter? Research Studies in Music Education. https://doi.org/10.1177/1321103X221139992 

 

研討會匯報
  1. Ng, S. P., Bautista, A., Lee, K., & Williams, K. E. (2024, July). Impact of online professional development on Hong Kong kindergarten teachers’ confidence in music and movement: An experimental study. Paper presented at the 36th World Conference for the International Society for Music Education (ISME), Helsinki, Finland.
  1. Ng, S. P., Bautista, A., Lee, K., & Williams, K. E. (2024, June). Impact of online professional development on Hong Kong kindergarten teachers’ confidence in music and movement: An experimental study. Paper presented at the Reimagining Teachers and Teacher Education for Our Futures conference, Helsinki, Finland.
  1. Ng, S. P., Bautista, A., Lee, K., & Williams, K. E. (2024, June). Impact of online professional development on Hong Kong kindergarten teachers’ confidence in music and movement: An experimental study. Paper presented at the 1st EdUHK International Research Conference on Early Childhood Education and Development (InCRECE), Hong Kong SAR, China.
  1. Wan, Y. Y., Pan, Y., Ng, S. P., & Bautista, A. (2023, August). Hong Kong Parents’ Beliefs about the Impact of Music on Children’s Development. Paper presented at the 14th Asia-Pacific Symposium for Music Education Research (APSMER), Seoul, Republic of Korea.
  1. Ng, S. P., Bautista, A. & Williams, K. E. (2023, July). Music and Movement for Children’s Self-regulation: Kindergarten Teachers’ Knowledge and Beliefs. Paper presented at the 23rd Conference of Pacific of Early Childhood Education Research Association (PECERA), Bali, Indonesia.
  1. Ng, S. P., Bautista, A. & Williams, K. E. (2023, July). Music and Movement for Children’s Self-regulation: Kindergarten Teachers’ Knowledge and Beliefs. Paper presented at the International Summer School and Research Conference for Doctoral Students (InSuDoc), Hong Kong SAR, China.
  1. Wan, Y. Y., Bautista, A., Pan, Y., Ng, S.-P., & Williams, K. E. (2024, August 2-4). An Online Professional Development on RAMSR: Implementation Fidelity and Teachers’ Perspectives [Paper presentation], Pacific Early Childhood Education Research Association (PECERA) Annual Conference at Toyo University, Tokyo, Japan
  1. Bautista, A., Wan, Y. Y., Pan, Y., & Ng, S.-P. (2024, July 10). Rhythm And Movement for Self-Regulation (RAMSR) in Hong Kong Kindergartens: A Randomized Controlled Trial, Music for Early Childhood Development and Wellbeing: An International Research Symposium at the University of the Sunshine Coast, Queensland, Australia (Online format)
  1. Wan, Y. Y., Bautista, A., Pan, Y., Ng, S.-P., & Williams, K. E. (2024, June 1-3). Investigating Implementation Fidelity and Teachers’ Perspectives of An Online Professional Development [Paper presentation], the 1st International Research Conference on Early Childhood Education and Development (InCRECE) at The Education University of Hong Kong, Hong Kong, SAR, China
  1. Bautista, A., Wan, Y. Y., Pan, Y., Ng, S.-P., & Williams, K. E. (2024, June 1-3). RAMSR: Innovative rhythm and movement lessons to foster children’s self-regulation in Asian preschools [Paper presentation], the 1st International Research Conference on Early Childhood Education and Development (InCRECE) at The Education University of Hong Kong, Hong Kong, SAR, China
  1. Wan, Y. Y., Pan, Y., Ng, S.-P., & Bautista, A. (2023, August 9-11). Hong Kong Parents’ Beliefs about the Impact of Music on Children’s Development [Paper presentation]. Asia-Pacific Symposium for Music Education Research (APSMER) at Seoul National University of Education, Seoul, Republic of Korea 
  1. Wan, Y. Y., Pan, Y., Ng, S.-P., & Bautista, A. (2023, July 24-26). Hong Kong Parents’ Beliefs about the Impact of Music on Children’s Development [Paper presentation]. International Summer School and Research Conference for Doctoral Students (InSuDoc2023) at The Education University of Hong Kong, Hong Kong, SAR, China

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