- 期刊
幼教師處理幼兒分離焦慮之技巧研究
Preschool Teachers' Intervention Strategies for Coping with Separation Anxiety among Young Children
摘要
本研究目的為了解幼兒分離焦慮、幼教師介入幼兒分離焦慮之技巧表現及幼兒在接受幼教師介入處理下的情緒與行為表現。本研究採用質性研究，研究對象為台南市某公立國小附設幼兒園袋鼠班之兩位幼教師、九位中小班新進園幼兒及其家長，透過觀察、訪談蒐集資料。本研究結果顯示，幼教師開學前的活動安排、環境布置、預先入園等方法，能助於新生順利適應學校生活。隨著上學天數增加，幼兒分離焦慮情形改善，但即便幼兒已調適分離焦慮的情緒，連假結束後，將使分離焦慮情形再度出現。幼教師介入部分，當幼教師使用讀秒、做約定和笑臉章等策略，可幫助幼兒降低分離焦慮，另外，學校有同儕、手足或玩具能有效減緩焦慮。幼兒分離焦慮情形較久的孩子，多為個性氣質害羞的孩子。最後本研究針對幼教師協助處理幼兒開學分離焦慮，提出相關建議。
並列摘要
The study investigated the effect of separation anxiety on young children, explored the intervention strategies employed by preschool teachers to help children with separation anxiety, and learned the emotional and behavioral outcomes following the use of intervention strategies. The study was qualitative research. Observations and interviews were used to collect data. The participants included two preschool teachers, nine newly enrolled preschoolers from a public elementary school's affiliated preschool in Tainan city, and the children's parents. The finding indicated that organized activities, the set up of the environment, and a school coordinating an open house before the semester influenced newly enrolled preschoolers to adjust to school. Over time, separation anxiety among young children decreased, but it increased among those after continuous leave. Preschool teachers employed strategies such as counting down, making agreements, happy face to help the young children overcome separation anxiety. In addition, the presence of peels, siblings, or toys at the preschool reduced the children's separation anxiety. The young children who experienced extended period of separation anxiety had shy temperament. The study offers suggestions for assisting young children with separation anxiety in preschools settings.