本研究在探討玩具遊戲教學介入對提升學齡前幼兒注意力之成效。研究以三位不同年齡層之3～6歲幼兒為研究對象，本研究採單一受試A-B設計，進行每週3次每次20分鐘為期一個月的玩具遊戲教學。由家長透過研究者自編之注意力五向度教學教案進行教學，佐以Steama注意力評估APP、注意力量表問卷、教學過程中操作正確率及教學活動後之學習單正確率，分析其注意力之成效，其結果如下：
一、三位幼兒在玩具遊戲教學介入後，在「遊戲參與度」有立即且正向之成效。
二、三位幼兒在玩具遊戲教學介入後，在「集中性注意力」及「選擇性注意力」有立即且正向之成效。
三、二位（大班及中班）幼兒在玩具遊戲教學介入後，在「持續性注意力」有立即且正向之成效。
四、二位（大班及小班）幼兒在玩具遊戲教學介入後，在「交替性注意力」有立即且正向之成效。
五、二位（中班及小班）幼兒在玩具遊戲教學介入後，在「分配性注意力」有立即且正向之成效。
六、在玩具遊戲教學介入後對於二位幼兒（大班及中班）能提升數位化注意力評估視覺注意力的結果，大班幼兒則是聽覺及視覺注意力皆有提升。

The purpose of this study was to investigate the effects of toys and games activity on the attention for the preschool children. The single-subject of A-B experiment design was conducted in this study. The research focused on three 3~6 years old children. Every participant accepted the toys and games activity program for four weeks, three times a week, twenty minutes a time. The parents used the clinical model of the attention lesson plan compiled by the researcher and used the Steama attention app, the attention scale questionnaires, the correct rate of the teaching process and the correct rate of the learning sheet to analyze the attention effects. The findings of the results as follows:
1. Toys and games activity had the immediate effect on the game engagement for the 3~6 years old children.
2. The toys and games activity had the immediate effect on the focus attention and selective attention for the 3~6 years old children.
3. The toys and games activity had the immediate effect on the sustained attention for the 4~5 years old children
4. The toys and games activity had the immediate effect on the alternating attention for the 3 and 5 years old children.
5.The toys and games activity improved the immediate effect on the distributive attention for the 3~4 years old children.
6.The toys and games activity had the immediate effect on the Steama attention app of the visual attention for the 4~5 years old children and had the immediate effect on the Steama attention app of the visual and auditory attentions for the 5 years old child.

摘要 i
Abstract ii
誌謝辭 iii
表目錄 vi
圖目錄 viii
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的及待答問題 2
第三節 名詞釋義 3
第四節 研究範圍與限制 4
第二章 文獻探討 7
第一節 注意力的特徵 7
第二節 注意力介入策略 12
第三節 注意力之成效 15
第四節 遊戲結合注意力模式 21
第三章 研究方法 27
第一節 研究設計 27
第二節 研究對象 32
第三節 研究工具 34
第四節 資料處理與分析 46
第四章 研究結果與討論 49
第一節 玩具遊戲教學對幼兒遊戲參與之成效 49
第二節 玩具遊戲教學對幼兒注意力五向度之成效 57
第三節 玩具遊戲教學幼兒正確率之表現 93
第四節 數位化注意力評估測驗結果 107
第五節 玩具遊戲教學注意力量表問卷及家長訪談結果 109
第六節 研究結果與討論 113
第五章 結論與建議 127
第一節 結論 127
第二節 建議 128
參考文獻 130
附錄 139
附錄一 專家效度問卷及意見統整表 139
附錄二 注意力問卷 155
附錄三 家長同意書 159
附錄四 注意力行為檢核表 160
附錄五 注意力五向度教案 164

一、中文部分
王乙婷（2004）。特殊教育叢書。台中：國立臺中教育大學特殊教育中心。
王宗熙（2012年6月20日）。學齡前注意力不足過動症（ADHD）兒童的醫療診斷與早期介入兒童的醫療診斷與早期介入。線上檢索日期：2021年7月22日。取自：https://app.tzuchi.com.tw/a_f/f_tp/tp_xd/Documents/%E5%85%92%E5%BE%A9/service/%E5%AD%B8%E9%BD%A1%E5%89%8D%E6%B3%A8%E6%84%8F%E5%8A%9B%E4%B8%8D%E8%B6%B3%E9%81%8E%E5%8B%95%E7%97%87.pdf
王意中（2017）。發展遲緩兒童專注力訓練的注意事項。親子天下。線上檢索日期：2021年3月8日。取自：https://www.parenting.com.tw/article/5083803
台灣兒童青少年精神醫學會（2018）。為什麼學生不專心-注意力不足過動症 Attention Deficit Hyperactivity Disorder(ADHD)教師手冊。台北市：台灣兒童青少年精神醫學會。
幼兒教育及照顧法（民110年01月27日）。
石苑均（2016）。幼兒園家長參與的影響、困境與展望。臺灣教育評論月刊，5（7），79-81。
吳幸玲（2018）。兒童遊戲與發展（第三版）。新北市：揚智文化。
吳幸玲、郭靜晃（2003）。兒童遊戲－遊戲發展的理論與實務（第二版）。新北市：揚智文化。
呂幼秀（2015）。太鼓活動對學齡前幼兒注意力表現之影響（未出版碩士論文）。樹德科技大學，高雄。
李淑菁（2015）。找回課堂專注力。臺灣教育評論月刊，4（5），178-181。
杜政治（2017）。單一受試研究法。新北市：心理。
協康會(2020)。躍動成長路（新版）。香港：協康會。
孟瑛如、簡吟文（2020）。孩子可以比你想得更專心：談注意力訓練。新北市：心理。
尚憶薇（2005）。探討幼兒遊戲的類型與價值。學校體育，86，91-96。
林怡汶（2011年12月21日）。ADHD之教學策略。台中市教育電子報。線上檢索日期：2021年7月19日。取自：https://epaper.tc.edu.tw/application/show-article?id=185
林鋐宇、劉國政、張文典、洪福源（2012）。特殊需求學生之注意力表現探究。身心障礙研究，10（3），179-195。
胡永崇 (2001)。如何因應學生的注意力缺陷。國教天地，146，3-11。
國立臺灣大學醫學院附設醫院精神醫學部（2015）。注意力不足過動症。台北市：衛生福利部。
張春興（2007）。張氏心理學辭典 重訂版二刷。台北市：東華。
許天威（2014）。個案實驗研究法。台北市：五南。
陳奕蓉＆陳惠茹（2017）。運用對話式共讀提升幼兒注意力之成效探討。職能治療學會雜誌，35（2），169-188。
陳烜之（2007）。認知心理學。台北市：五南。
傅秀媚、陳英豪、孫世恆、林雅容、莊竣博、羅鴻基、楊國德、劉秀芬、蔡靜怡、楊玲芳、關佩偉、莊瓊惠、邱昆益、張玲芬傅秀媚、林雅容、邱昆益、莊瓊惠、孫世恆、陳英豪、…關佩偉（2017）。早期療育四版。台中市：華格那。
鈕文英、吳裕益（2019）。單一個案研究法－設計與實施。新北：心理。
黃慧娟（2013）。融入式音樂活動教學於幼兒專注力訓練課程之探究。幼兒保育學刊 ，10，137-149。
廖信達（2011）。幼兒遊戲。新北市：群英。
廖繼薇＆、黃永寬（2016）。情境教學式運動遊戲對幼兒專注力之影響。幼兒運動遊戲年刊，9，94-137。
蕭莉雯（2019）。單一受試研究：特殊教育的實證本位實踐。特殊教育季刊，152，41-50。
謝協君（2010）。親子玩具活動對腦性麻痺幼兒動作發展的影響。特殊教育研究學刊，35（2），81-101。
謝協君（2021）。產學合作-STEAMA注意力評估APP。國立清華大學竹師教育學院電子報，2。取自：https://sites.google.com/view/nthuedu-epaper-2/%E9%A6%96%E9%A0%81/%E7%94%A2%E5%AD%B8%E5%90%88%E4%BD%9C-steama%E6%B3%A8%E6%84%8F%E5%8A%9B%E8%A9%95%E4%BC%B0app?authuser=0
謝協君、何東墀（2008）。玩具檢核表在學齡前發展障礙兒之運用成效。國立彰化師範大學特殊教育學系 特殊教育學報，26，1-26。
魏秀卿（2019）。運動遊戲活動對提升小幼班幼兒注意力成效之研究－以嘉義縣某幼兒園小幼班幼兒為例（未出版碩士論文）。南華大學，嘉義。

二、英文部分
Ali,A.(2011). Teaching and learning reading through play. World Applied Sciences Journal,14,15-20.
Boersma,H.,Das,J.P.(2008). Attention, Attention Rating and Cognitive Assessment: A Review and a Study. Developmental Disabilities Bulletin,36(1&2),1-17.
Centre for ADHD Awareness Canada(2020). EARLY CHILDHOOD ADHD. Retrieved July 19,2021. https://caddac.ca/wp-content/uploads/2020/02/Understanding-Early-Childhood-ADHD.pdf
Culverhouse,S. (2009, September 21 .Attention Span can Lead to Success or Failure in School. Retrieved July 04,2021. https://www.clarksvilleonline.com/2009/09/21/attention-span-can-lead-to-success-or-failure-in-school/
Cetin1,Z.＆ Danacı,M.Ö.(2015). The Effect of Art Education on the Selective
Attention Skills and Development of Preschoolers at 4 - 5 Years. Creative Education,
06(21),2250-2255.
Cohen,R.A. (2014). Attention. Encyclopedia of the Neurological Sciences(Second Edition),303-313.
Cardoso-Leite,P., Bavelier,D.(2014).Video game play, attention, and learning: How to shape the development of attention and influence learning? Current Opinion in Neurology,27(2).
Commodar,E.(2017). Novice Readers: The Role of Focused, Selective,Distributed and AlternatingAttention at the First Year of the Academic Curriculum. i-Perception 8(4).
Cherry,K.,(2020, October 18). What Is Top-Down Processing? Retrieved
September 01,2021. https://www.verywellmind.com/what-is-top-down-processing-2795975
DiCarlo,C.F., Baumgartner,J.J.,Ota,C. & Geary,K.(2016). Child Sustained Attention in Preschool-Age Children. Journal of Research in Childhood Education,30(2),143-152.
DiCarlo,C.F.,Baumgartner,J.J., Ota,C.,Geary.K. (2016). Child Sustained Attention in Preschool-Age Children. Journal of Research in Childhood Education,30(2),143-152.
DuPaul,G. J., McGoey, K. E., Eckert, T. L., & VanBrakle, J. (2001). Preschool children with attention-deficit/hyperactivity disorder: Impairments in behavioral, social, and school functioning. Journal of the American Academy of Child and Adolescent Psychiatry, 40(5), 508-515.
Geary,K.E.,(2011). The impact of choice on child sustained attention in the preschool classroom(Unpublished master’s thesis). Louisiana State University, United States.
Goldhammer,F., Moosbrugger,H.,Schweizer,K.(2007). On the Separability of Cognitive Abilities Related to Posner's Attention Components. European Psychologist,12(2),103-118.
Gaertner,B.M.,. Spinrad,T.L.& Eisenbergb,N.(2008). Focused Attention in Toddlers. Infant Child Dev.17(4), 339-363.
Godwin,K.E., Erickson,L.C., &Newman,R.S.(2019). Insights From Crossing Research
Silos on Visual and Auditory Attention. Current Directions in Psychological Science.28(1) ,47-52. https://doi.org/10.1177/0963721418807725
Gomes,H.,Molholm,S.,Christodoulou,C.＆Cowan,N. (2000). The development of auditory attention in children. Frontiers in Bioscience, 5, 108-120.
Graziano,M.S.A.& Webb,T.W.(2017) From Sponge to Human: The Evolution of Consciousness. Evolution of Nervous Systems (Second Edition) ,3, 547-554.
Hasson,F.&Associate,S.(2008). Research guidelines for the Delphi surveytechnique. Journal of Advanced Nursing,32(4),1008-1015.
Hsu,C.C., Sandford,B.A. (2007). The Delphi Technique: Making Sense of Consensus. Practical Assessment, Research, and Evaluation,12(10).
https://www.prevention.psu.edu/uploads/files/rwjf432769.pdf
Hedges,J.H., Adolph,K., Amso,D., Bavelier,D.(2013). Play, attention, and learning: How do play and timing shape the development of attention and influence classroom learning? Annals of the New York Academy of Sciences,1292(1),1-20.
Herrmann,E., Misch,A., Hernandez-Lloreda,V.,Tomasello.,M.(2015). Uniquely human self-control begins at school age. Developmental Science 18(6),979–993.
Jones,P.R.,Moore,D.R., Amitay,S.(2014). Development of Auditory Selective Attention: Why Children Struggle to Hear in Noisy Environments. Developmental Psychology, 51(3), 353-369.
Katsuki,K.& Constantinidis,C.(2014). Bottom-Up and Top-Down Attention. The Neuroscientist 20(5),509-521.
Kirk,H.E.,Gray,K., Riby,D.M.,Taffe,J＆Cornish,K.M. (2017). Visual attention and academic performance in children withdevelopmental disabilities and behavioural attention deficits. Developmental Science,20(6).
Lindley,C.A.&Sennersten,C.C.,(2006,July). A Cognitive Framework for the Analysis of Game Play: Tasks, Schemas and Attention Theory.Paper presented at the 28th Annual Conference of the Cognitive Science Society , Canada.
Lindley,C.A.& SennerstenC.C.,2008. Game Play Schemas: From Player Analysis to
Adaptive Game Mechanics. International Journal of Computer Games Technology,2008.
LI,Q., SONG,Y., LIAN,B., FENG,T. (2019). Mindfulness training can improve 3- and 4-year-old children’s attention and executive function. Acta Psychologica Sinica ,3,324-336.
Lynn,A.,Festa,E.K.,Heindel,W.C.,Amso,D.(2020). What underlies visual selective attention development? Evidence that age-related improvements in visual feature integration influence visual selective attention performance. Journal of Experimental Child Psychology,191. https://doi.org/10.1016/j.jecp.2019.104732
Lin,H.Y., Chang,W.D.,Hsieh,H.C.,Yu,W.H.,Lee,P.(2021). Relationship between intraindividual auditory and visualattention in children with ADHD. Research in Developmental Disabilities,108.
Mahone, E.M.,Schneider, H.E. (2012). Assessment of Attention in Preschoolers. Neuropsychol Rev, 22(4),361-383.
Martan,M.(2019). Concentration and Attention. Retrieved July 18,2021. https://www.myhomeschoolmath.com/Worksheets/Lack-of-concentration.pdf
McClellanda,M.M.,Acock,A.C., Piccinin,A., Rheac,S.A, Stallings,M.C.(2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly,28(2),314-324.
Mahazir,I.,2019. Impact of Games on Motivation, Attention and Skills in Pre-school Children.International Journal of Advanced Trends in Computer Science and Engineering,8,157-159.
Nguyen,L.V.(2011). The Relationship Between Number Of Toys, Infant Distractibility,
And Mothers' Teaching Utterances.( materr's thesis, University of Central Florida). form: https://stars.library.ucf.edu/etd/1876/Nizam,D.M.,Law,L.-C.W.(2018, July) In the Eyes of Young Children: A Study on Focused Attention to Digital Educational Games. 32nd British Computer Society Human Computer Interaction Conference, Northern Ireland.
Petrovskaa,S., Sivevska,D., Cackov,O.(2013). Role of the Game in the Development of Preschool Child. Procedia - Social and Behavioral Sciences,92,880-884.
Pinto,Y., Van der Leij,A.R., Sligte,I.G., Lamme,V.A.F., ScholteH.S.(2013). Bottom-up and top-down attention are independent. Journal of Vision,13(3),1–14.
Ruff,H.A.&Capozzoli,M.C.(2003).Development of attention and distractibility in the first 4 years of life. Developmental Psychology,39(5),877–890.
Sohlberg, M.M. & C.A. Mateer. (1987). Effectiveness of an attention training program. J. Clin. Exp. Neuropsychol.9.117–130.
Sarid,M., Breznitz,Z.(1997). Developmental Aspects of Sustained Attention among 2- to 6-year-old Children. International Journal of Behavioral Development.21(2),303-312.
Sohlberg,M.M.,&Mateer,C.A.(2001). Improving Attention and Managing Attentional Problems. Annals of The New York Academy of sciences,931(1).359-375.
Stahl,L.＆Pry,R.(2005). Attentional flexibility and perseveration: Developmental aspects in young children. Child Neuropsychology,11(2), 175-189. https://doi.org/10.1080/092970490911315
The Pennsylvania State University(2017, January). Parent Engagement Practices Improve Outcomes for Preschool Children. Retrieved July 25,2021. https://www.peopleservingpeople.org/wp-content/uploads/2017/02/Parent_Engagement__Preschool_Outcomes.pdf
Tremolada,M., Taverna,L., Taverna,S.(2019). Which Factors Influence Attentional Functions?Attention Assessed by KiTAP in 1056-to-10-Year-Old Children. Behavioral Sciences. 9(1). https://doi.org/10.3390/bs9010007
Wanga,H., Fanb, J., Johnsona,T.R. (2004). A symbolic model of human attentional networks. Cognitive Systems Research ,5.119–134.
Wesson,K.(2011, January 29). Attention Span Revisited. http://sciencemaster77.blogspot.com/2011/01/attention-spans-revisited.html
Wetzel,N.,Scharf,F.,Widmann,A.(2018). Can't Ignore—Distraction by Task-Irrelevant Sounds in Early and Middle Childhood.CHILD DEVELOPMENT,90(6),819-830. https://doi-org.nthulib-oc.nthu.edu.tw/10.1111/cdev.13109
Wray,A.H., Stevens,C., Pakulak,E., Isbell,E., Bell,T., Neville,H., (2017).Development of selective attention in preschool-age children from lower socioeconomic status backgrounds. Developmental Cognitive Neuroscience,26.
Yogman,M., Garner,A., Hutchinson,J., Hirsh-Pasek,K.,Golinkoff,R.M.(2018). The Power of Play: A Pediatric Role in Enhancing Development in Young Children.American Academy of Pediatrics,142(3).
Yuan,L., Xu,T.L., Yu,C., Smith,L.B.(2019). Sustained visual attention is more than seeing. Journal of Experimental Child Psychology,179,324-336.
Yurkovic,J.R., Lisandrelli,G., Shaffer,R.C., Dominick,K.C., Pedapati,E.V., Erickson,C.A., Kennedy,D.P.&Yu,C.(2020, January). Examining Sustained Attention in Child-Parent Interaction: A Comparative Study of Typically Developing Children and Children with Autism Spectrum Disorder. 42nd Annual Meeting of the Cognitive Science Society, Toronto, Canada.