學前兒童對重要他人關懷行為之分析研究

Caring by Preschool Children for Significant Others

鄭芬蘭(Fin-Land Cheng) ； 黃曉苹(Shaun-Pin Huang) ； 蔡峰雅(Fou-Yun Thai) ； 薛淑方(Shau-Fou Shai) ； 莊雪翎(Shai-Lain Chaun) ； 陳美夙(Mai-Shou Chen)

《醫護科技學刊》 6卷1期 (2004/01) Pp. 69-81

https://doi.org/10.6563/TJHS.2004.6(1).6

摘要

本研究採質化研究，以叢集抽樣選取屏東地區立案托兒所兒童為研究對象，探討學前兒童對重要他人關懷行為的心理歷程。研究結果發現，關懷行為歷程包括認知、情緒、動機與行動表達。首先，認知是關懷歷程的主要關鍵，因為兒童透過認知覺察對方困境，並進而思索問題解決策略。其次，兒童能同理重要他人的情緒感受，例如悲傷、憐憫、擔憂等。再者，動機向度包括尊重生命與激起助人意念，可見動機是個體採取具體行動的觸發因素。同時，兒童有能力執行具體的關懷行為。另外，兒童雖然具有初級同理心與關懷能力，但有關的認知思考與多元表達明顯不足。因此，生命教育向下紮根於學前兒童有其必要性。最後，根據本研究結果，針對關懷行為的心理歷程與生命教育的內涵進行討論，並提出教保實務應用與未來研究建議以供參考。

關鍵字

同理心 ； 關懷行為 ； 學前兒童

並列摘要

This paper qualitatively considers the caring behavior by preschool children for significant others. The investigation involves a sample of preschool children from the Pingtung areas. The results of this study indicate that the caring behavior exhibited by preschool children includes cognition, emotion, motivation and expression. Cognition is the first dimension of caring process. Children can empathize with significant others, and be willing perform caring behavior. Motivation is the inner factor in the caring process. Children can perform concrete actions to express caring. The results have also demonstrated that although children exhibit a primary empathy with others, they do not exhibit advanced cognitive thinking or multiple expressions. Therefore, the life education of preschool children should be emphasized. The conclusion considers implications of the findings for caring behavior and life education, and provides some suggestions for further research.

並列關鍵字

empathy ； caring behavior ； preschool children

參考文獻

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