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題 名 | 學齡前兒童社會情緒發展危機因素探究=A Study on Risk Factors in Young Children's Social and Emotional Development |
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作 者 | 徐明; | 書刊名 | 康寧學報 |
卷 期 | 12 2010.06[民99.06] |
頁 次 | 頁1-17 |
分類號 | 173.17 |
關鍵詞 | 兒童社會情緒發展; 品行問題; 教養方式; 家庭及學校不利因素; Social and emotional development; Conduct problem; Parental education method; Crisis factors; |
語 文 | 中文(Chinese) |
中文摘要 | 有鑑於兒童早期缺乏社會及情緒能力,將無法從學校環境中獲益,且若沒 有適當介入,早期干擾、違抗等行為問題往往成為日後嚴重品行問題的預測指 標,如何從家庭及學校環境中辨認不利因素的影響?如何預防?如何介入?以 發揮家庭及學校教養功能,減少社會問題為本研究目的。本研究採質性研究設 計,以「立意取樣」方式選取台北地區公、私立幼稚園(所)經營者5 位、幼教 老師10 位,家長5 位,以半結構化之訪談大綱進行3 場教師焦點團體座談及 5 場家長個別訪談。經由資料的分析整理,研究結果發現學前兒童易陷入社會 情緒發展危機的家庭因素有5 項:家庭結構、家長本身情緒困擾、家庭衝突、 教養方式、低社經地位。在學校方面的危機因素有教室人力不足;教師工作量 負荷過重;特教專業不足;缺少行政配套:缺少外來資源及來自家長沉重的壓 力。本研究結果希望提供政府主管單位、幼教工作者及家長教養參考。 |
英文摘要 | In view of the fact that children are short of social and emotional management ability in their early childhood, which makes them unable to benefit from the school environment, without appropriate intervention, their behavior problems such as prolonged interference and disobedience tend to become the predictive indicators of serious conduct problems in later days. How do we prevent this situation from happening? How do we intervene to reduce family and social problems? The purpose of this study is to answer these questions. The qualitative research method was used in this study. By means of purposive sampling, 5 operators and 10 preschool teachers from public or private kindergartens in Taipei area (15 in total) were selected to participate in 3 focus group interviews and 5 parents of preschool children were selected in the same manner to be given an individual interview with a semi-structured interview outline. The findings of the study show that the crisis factors that often affect the social and emotional development of preschool children in the family environment are family structure, emotional problems of parents, family conflicts, education methods, and low social and economic status. In the preschool environment, the crisis factors include insufficient human resources at preschool classrooms, over workload of teachers, insufficient professional knowledge on special education, lack of administrative matching measures, lack of external resources, and heavy pressure from parents. It is hoped that these findings will serve as a reference to related government units, preschool education workers and parents in their practice of education. |
本系統中英文摘要資訊取自各篇刊載內容。