幼教教師處理幼兒分離焦慮的經驗初探

The Study of Preschool Teacher Deal with Separation Anxiety for Early Childhood at First Enter School

楊惠卿(Hui-Ching Yang) ； 蔡順良(Shung-Liang Tsai)

《花蓮師院學報（教育類）》 20期 (2005/05) Pp. 129-157

https://doi.org/10.7073/JNHTCA.200505.0129

摘要

本研究的目的乃透過質的研究焦點團體訪談法，對幼兒進入幼稚園的分離焦慮適應情形作一經驗性的研究探索。企圖了解幼兒初次入學所呈現的分離焦慮現象，並探討幼教教師所採取的因應方式與成效。研究結果分為現象部分與應用部分，前者顯示容易產生分離焦慮的幼兒類型、容易產生分離焦慮的時段、分離焦慮所表現出的行為與情緒，以及重要照顧者本身的分離焦慮強度與幼兒適應狀況的密切關聯。而後者則提出幼教老師經常採取之有效安撫措施、幼稚園行政體系適合採取的協助與介入，以及有關幼兒父母的建議策略，同時，採訪行政有關人員及父母做為佐證與支持，最後歸納幼教老師對分離焦慮相關議題的看法。

關鍵字

幼教老師 ； 分離焦慮 ； 焦點訪談

並列摘要

The purpose of this study was to explore the separation anxiety phenomena and reaction for early children who first enter school. By using focus interview method we interview seven preschool teachers. Through this approach, we attempt to realize how children coping with the anxiety and how teachers Adopts their strategy. The findings divide into the phenomenon part and the application part. The former demonstrated what kind of children is easy to suffer from the separation anxious, and their mood 'behavior' intensity about separation anxious, and the time easy to infect separation anxious. The latter demonstrated effectively methods that preschool teacher frequently adopts to comfort children with separation anxious. Finally, we proposed their solutions for preschool administration system as well as suggestions for parents. We hope this research will be valuable for future plans related to new teachers' or in-service teacher's professional training programs, and kindergarten's unit and guardian's understanding and the coordination.

並列關鍵字

preschool teacher ； separation anxiety ； focus interview

參考文獻

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