本論文之目的為分析23位東南亞籍新移民女性之5歲、勞工階級家庭之幼兒的生活經驗敘說觀點,希望了解這群幼兒的生活經驗內涵,提供老師實踐多元文化教育的基礎。根據詩節分析法(stanza analysis) 及敘說結構理論中的敘說觀點(narrative evaluation) 分析幼兒之生活敘說,本論文的主要研究發現如下一、同儕的角色在這群「新台灣之子」的生活敘說中佔了相當重要的地位,父母親的角色退居次要,或是完全沒有出現父母親的角色。二、相較於以「幼兒為中心」的活動方式,這些幼兒日常生活經驗和成人的生活經驗密切相關。三、幼兒的生活經驗也和他們母親的移民經驗有關聯。本論文最後根據研究結果,對幼兒教育之多元文化課程提出建議。
This study aimed to investigate personal narratives shared by 23 kindergarteners born to working-class immigrant women from Southeast Asian countries. The goal was to understand significant experience of these children in the hope to assist teachers in designing multicultural curriculum. By stanza analysis and theories of narrative structure, the results reveal three major characteristics of their personal narratives. First, peer groups played a fairly important role in their narratives, whereas parents' role seemed to be secondary. Secondly, comparing to the ”child-centered” family practices, their past experience was embedded in adults' experience. Thirdly, these children shared their mothers' experience of immigration. The implications for multicultural education were discussed according to the results.