幼兒園教師對發展遲緩幼兒人際關係策略介入之研究

幼兒遲緩發展問題隨著社會進步及社會勞動人口的結構改變、家庭型態、隔代教養、新移民的家庭組合增多而有成長趨勢。根據教育部統計在幼兒園中發展遲緩的孩子愈來愈多。國內外學者也都發現發展遲緩幼兒在班級上人際關係差，無法與同學和諧互動，受到同儕學習排斥，甚至造成孩子自卑和心理問題，並且造成遲緩幼兒學習發展上的困難。故本研究目的在了解老師對發展遲緩幼兒互動與人際關係的教學策略與成效及教學上遭遇的困難。研究採質性研究，透過訪談法蒐集 6 位公立幼兒園教師資料。研究工具採自編之訪談大綱，並以錄音設備及逐字檢核分析。研究者根據研究目的與問題，歸納出研究結論：老師們常運用的策略有 : 1.教師角色功能扮演與介入(1)教師與發展遲緩幼兒建立信任及良好關係(2)幼兒園教師有效管理班經營(3)幼兒園教師介入同儕互動中2.增進發展遲緩幼兒社會技巧 3. 塑造社會互動情境 4. 親師合作。多數發展遲緩幼兒在老師教學策略實施後能改善人際關係發展，但也有少數學生仍然未見進步，尤其是自閉兒、語言發展遲緩者。另外，幼兒園教師認為在發教學上遭遇的困難有發展遲緩幼兒的疾病嚴重程度過高、教學成效不佳、缺乏專業知識、教育資源不足、時間不夠、職業疲乏、學生家庭無法配合。依據研究結論提出下列建議 1.教師的教學策略，應該要有多元教學策略並針對發展遲緩幼兒有個別性規劃。 2.教學策略需要更為多元活潑，利用更多有趣的互動遊戲教學來增進人際互動。 3.老師的在職教育訓練及協同教學需要受到重視。 4.私校老師除欠缺在職訓練也普遍資源不足應該正視。 5.老師教學的發展遲緩幼兒家庭多屬弱勢家庭，其家庭對於學校教育的影響需要關注。 6策略需要老師本身、特殊生、同儕、家長之間的合作參與及學校或政府協助提供資源

關鍵字

發展遲緩幼兒；教學策略；幼兒園教師

並列摘要

Abstract The Issues of developmental delayed children have been growing due to the social progress, the structural changes of the social working population, family patterns, grand-parenting families and new immigration families. According to the statistics provided by Ministry of Education, there were increasing cases of children with developmental delayed in kindergartens. Scholars have also found that children with developmental delayed who displayed poor interpersonal relationships in classes, for they cannot engage in harmonious interactions with peers who filled them with a sense of inferiority, psychological issues and cause them difficulties in their learning and developing progresses. Therefore, the purpose of this study is to probe into the teachers’ teaching strategies toward the interactions of children with developmental delayed and interpersonal relationship so as to reveal the efficiency of the strategies and the difficulties teachers encountered. This research adopted a qualitative method to collect the data from six public and private preschool teachers by face to face interviews. The collected data were categorized, inducted, and analyzed based on the contents of the interviews. The research tool was the interview outline compiled by the researcher, and the recording systems and verbatim examinations were adopted to perform analysis. The researcher came up with the findings based on the research purposes and questionsquestions, and the research results were as the followings. The t teachers often used the following teaching strategies such as; first, tteachers’ role of function and the interventions, which were to establish trusts and good relationships between teachers and children with developmental delayed, preschool teachers’ efficiency in operating and managin g cclasses in kindergarten, and preschool tteachers involved in the peer interactions; second, enhanced the social skills of children with developmental delayed; third, produced the social interaction environments; fourth, built up a cooperation between teachers and parents. MMost children with developmental delayed ccan improve interpersonal relationship after the intervention of teaching strategies, but there were a few that were not improved especially in autistic children and children with language development disorders. Additionally,Additionally, the teachers from kindergarten pointed oupointed outt tthe difficulties they encountered while teaching were that the serious diseasedisease conditions of cchildren with developmental delayed, poor teaching results, lack of professional knowledge, insufficient educational resources, limited timeslimited times, professional fatigues and uncooperative families. The followings were the suggestions based on the research findings: 1. Provide multiple teaching strategies and customized plans for children with developmental delayed. 2. Teaching strategies should be more versatile by applying more interesting teachings with interactive games to boost interpersonal interactions. 3. Teachers’ on-the-job training for special needs and team teaching need to be emphasized. Private school teachers’ lack of on-the-job training and general shortage of resources should be focused on. 4. Most children with developmental delayed came from underprivileged families and the impacts they brought to the school need to be paid attentions. 5. The teaching strategies requires the cooperation from teachers, children with developmental delayed, peers and parents, and the resources provided by the schools or the government.