本研究旨在探討教保服務人員透過社會情緒學習（BEST YO）課程後，在情緒素養及情緒創造力上的表現之影響。實驗設計採用「不等組前後測準實驗設計」，參與者為臺灣現任教保服務人員，實驗組為22人實施社會情緒學習（BEST YO）課程，課程內容包括大腦與情緒的功能、自身優勢、自我照顧、轉念及與他人合作等主題；控制組為27人實驗研究期間未參與社會情緒學習相關課程，課程進行十二週，每隔週一次，每次三小時，共計18小時。
研究工具使用「情緒素養量表」及「情緒創造力量表」，將所得資料採用描述性統計、共變數分析驗證研究假設。最後依據研究結果進而提出教保服務人員培育之實務與後續相關研究之建議。研究結果顯示：經過十二週的實驗課程，進行社會情緒學習（BEST YO）課程的實驗組，在「情緒創素養總分」、「自我覺察」、「自我控制」、「社會覺察」、「人際關係」、「情緒創造力總分」、「新穎性反應」皆顯著優於控制組，而在情緒創造力之分項；「新穎性來源」、「情緒準備度」與「有效性」等，兩組沒有顯著差異。顯示社會情緒學習（BEST YO）課程除了能夠提升情緒素養及情緒創造力，還能進一步提高情緒創造力裡的「新穎性反應」。最後本研究也將依據研究結果進而提出教保服務人員培育之實務與後續相關研究之建議。

This study aims to explore the impact of the BEST YO social-emotional learning (SEL) program on the emotional literacy and emotional creativity of early childhood educators. The research employed a nonequivalent groups pretest-posttest quasi-experimental design. Participants were current early childhood educators in Tai-wan. The experimental group, consisting of 22 individuals, participated in the BEST YO SEL program, which included topics such as the functions of the brain and emotions, personal strengths, self-care, cognitive reframing, and collaboration with others. The control group, consisting of 27 individuals, did not participate in any SEL-related programs during the study period. The program lasted twelve weeks, with sessions held biweekly, each lasting three hours.
The study utilized the "Emotional Literacy Scale" and the "Emotional Creativity Inventory" as research instruments. Descriptive statistics and covariance analysis were employed to verify the research hypotheses. Based on the research findings, practical recommendations for the professional development of early childhood educators and suggestions for future related research were proposed. The results indicated that after the twelve-week intervention, the experimental group participating in the BEST YO SEL program showed significantly higher scores than the control group in over-all emotional literacy, self-awareness, self-regulation, social awareness, interpersonal relationships, overall emotional creativity, and novelty of response. However, there were no significant differences between the two groups in the subscales of emotional creativity, namely novelty of source, emotional preparedness, and effectiveness. These findings suggest that the BEST YO SEL program can enhance emotional literacy and emotional creativity, particularly in terms of the novelty of response.
Finally, based on the research results, the study provides practical recommendations for the professional development of early childhood educators and proposes directions for future research.

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