本專業實務報告旨在研發社會情緒學習教材編製以促進學齡前發展遲緩大班幼兒社會情緒能力。研發內容以社會情緒學習（social emotional learning, SEL）核心能力，參照《幼兒園教保活動課程大綱》社會及情緒領域之學習目標進行社會情緒學習教材之擬定，結合繪本共讀（shared story book reading, SSBR）及同儕協助學習策略（Peer-Assisted Learning Strategies, PALS）於小團體課程，促進發展遲緩幼兒社會情緒能力，並以課程建構模式中幼兒焦點行為的具體教學策略、嵌入式學習概念及課程調整與改變進行教材介入。
研發成果包含社會情緒學習教材包含指導手冊、教材及能力檢核表單，指導手冊附教案、教學策略及指引；教材包含仿間繪本清單、主題圖卡（焦點策略）、自製教具及學習單，能力檢核以SEL五大核心進行介入評量。教材實施結果顯示兩位大班發展遲緩幼兒在社會情緒能力進步，且根據班級教師的回饋中顯示在情緒調節能力進步最為明顯，教材適用性及可行性皆獲得班級教師的肯定；學習區進行自主性的教材操作，精熟教材使用外，也有助於在提升發展遲緩幼兒自信心，並在互動中調適表展現正向情緒。期許本研發能因應發展遲緩幼兒需求進行社會情緒學習介入，給予巡輔教師於教育現場中社會情緒學習介入的使用與參考。

The aim of the social-emotional learning program is to promote social-emotional competence in preschool-aged toddlers with developmental delays. The research content is based on the theoretical frameworks of social-emotional learning (SEL), the Early Childhood Education & Care Curriculum Framework, and the milestones of social and emotional development. The teaching materials combine shared storybook reading ( SSBR ) with small group curriculum using Peer-Assisted Learning Strategies( PALS ) to enhance social-emotional competence. Additionally, the teaching materials are designed using the Building Block Model for use in regular classes.
The social-emotional learning materials included an instruction manual, teaching materials, and a competency checklist. The intervention showed that the two toddlers with developmental delays improved their social-emotional competence, with teacher feedback indicating better emotional regulation. Tasks in the learning corners helped the children familiarize themselves with the materials, boost self-confidence, and better regulate positive emotions during interactions. This study aims to meet the needs of children with developmental delays and provide preschool special education itinerant teachers with effective classroom resources.

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