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在香港低社经背景的幼稚园中以节奏与动作活动促进幼儿的自我调节能力(RAMSR): 一项随机试验

资助计划

优配研究金 (RGC)

获批金额

HK$1,134,700

授奖年份

2021

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在香港低社经背景的幼稚园中以节奏与动作活动促进幼儿的自我调节能力(RAMSR): 一项随机试验

 

自我调节对于入学准备、学业成就和终身福祉至关重要（Bull & Lee，2014；Diamond，2016）。确定有效的干预措施来解决早期自我监管问题至关重要。 「自我调节的节奏和运动」（RAMSR）是一种创新的课堂介入措施，对儿童的自我调节技能显示出积极的影响（Williams & Berthelsen，2019）。

 

我们对 14 所服务低社会经济地位幼童的幼儿园进行一连串对于介入措拖的随机对照试验，我们将探讨：

  1. 网上培训课程对于提升教师实行RAMSR的有效性；
  2. 于不同等级影响执行忠实度的各个因素；
  3. RAMSR 对 K1 儿童自我调节的即时影响和实施介入措施后六个月的影响。

 

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永续发展目标

2015年，联合国成员国同意17项全球永续发展目标（SDG），旨在消除贫穷、保护地球、和确保全民繁荣。研究团队致力于以下永续发展目标的实现：

 

有关研究员

Professor BAUTISTA ARELLANO Alfredo

幼儿教育学系

abautista@eduhk.hk

更多资料

 

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(首席研究员 Alfredo Bautista 博士于 2024 年 6 月 2 日在香港教育大学举行的第一届国际幼儿教育及发展研究会议 (InCRECE) 上发表与本计划有关的演讲。)

本研究的目的是填补教师网上专业发展，有关幼童自我调节能力方面的知识空白；实施低成本、易于扩展和可持续的网上专业发展，以培训幼稚园教师进行RAMSR介入措施；调查这项专业发展对教师实施RAMSR能力的有效性；分析与不同等级影响执行忠实度的各个因素；检视RAMSR对香港幼稚园第一班儿童自我调节能力的影响；以及在所有香港幼稚园中推广RAMSR网上专业发展，同时提供政策建议以维持这项工作。

 

研究在多个层面上都具有重要意义：在教育方面，它有可能促进教师和儿童的学习；在社会方面，它强调了培养早期自我调节能力的重要性，特别是对弱势儿童而言；在政治方面，研究结果将为在香港幼稚园环境下设计可行和现实的全系统教师培训措施提供资讯，以减少社会经济差距和社会成本。 

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（团队成员之一 Ng Siu-Ping，在 2024 年 7 月于芬兰赫尔辛基举行的第 36 届国际音乐教育学会 (ISME) 世界大会上发表了与本研究相关的演讲。）

在短期（1-3 年）内，直接受益者将包括参与计划的幼稚园的所有教师、儿童和家长（估计 140 名教师），可能会改善约 2,240 名儿童的自我调节能力。在中期（4-10 年），受惠者将扩大至包括幼稚园教师、儿童、家长和教育政策制定者，因为网上专业发展将透过全港性的网上平台传递至全港幼稚园，惠及社会各阶层的儿童。长远（10 年以上）来说，最终的受益者将是整个香港社会，因为有系统地接触这些活动的幼儿可以在学业和非学业方面取得更好的成绩。

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 

 

研讨会汇报
  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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