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隔代教養下發展遲緩幼兒手足遊戲互動與同儕遊戲互動個案研究 = A case study of developmental delay children with sibling-play interaction and children's peer-play interaction in grandfamily

王爾慈 國立臺南大學 幼兒教育學系碩士在職專班 民108[2019]

Available at 府城總館  2F Reference books  (DC MECE 107009 )(GetIt)

  • Title:
    隔代教養下發展遲緩幼兒手足遊戲互動與同儕遊戲互動個案研究 = A case study of developmental delay children with sibling-play interaction and children's peer-play interaction in grandfamily
  • Author: 王爾慈
  • 國立臺南大學 幼兒教育學系碩士在職專班
  • Subjects: 隔代教養 發展遲緩 手足互動 同儕遊戲互動; grandparenting developmental delay sibling interaction peer interactive play
  • Description: 本研究目的是探究隔代教養下發展遲緩幼兒的手足遊戲互動與同儕遊戲互動行為，研究對象為一位隔代教養且發展遲緩的中班女生，研究方法是透過自然觀察法記錄分析個案與其手足遊戲互動和同儕遊戲互動的行為，並透過訪談個案主要照顧者、個案老師，以瞭解隔代教養之主要照顧者的教養態度為何。 研究結果發現： 一、個案在家中與手足遊戲互動時的負向行為多於正向行為。 二、個案在班級與同儕遊戲互動時以單獨、平行遊戲、閒逛、觀望等不連貫遊戲行為居多，其次是哭泣、衝突等破壞行為，最後則是與同儕遊戲互動的正向行為。 三、個案在課後時間因為同時與手足和同儕一起互動的情況之下，手足之間的負向行為減少，正向行為增加；在與同儕遊戲互動方面，因有手足在其中，則是減少觀望、徘徊等不連貫遊戲行為，增加與同儕衝突的破壞行為與共同遊戲互動行為。 四、個案主要照顧者爺爺的教養方式是採寬大嬌寵-高反應低要求的態度，使個案在家中缺少自己動手、口語表達的練習機會，間接或直接影響個案在幼兒園的社會能力。 最後，依據本研究發現和結果，提出相關建議以供幼兒主要照顧者、幼兒園與未來研究作為參考。
    The purpose of the study was to explore the sibling and peer interactive play behavior of a grandparenting child with developmental delay. The subject was a pre-kindergarten girl with developmental delay. The researcher of this study recorded the subject’s behavior and analyzed the data by naturalistic observations, explored the parenting style of according to the interview with her grandfather and teachers. The results of this study were as follows: 1. The subject had more negative interaction behavior while playing with siblings at home. 2. The subject mostly took the form of “parallel play” when interacting with the peers at class, playing alone, taking a stroll, staying on the sidelines, etc. Subsequently disruptive behavior occurred, such as crying or being in conflict. 3. Spending time playing with sibling and peers after school transformed the situation. On one side, the subject had more positive interaction behavior with her sibling and also decreased the play disconnection with peers. On the other side, due to the increasing participation with peers, more disruptive behavior arose. 4. Being as a pampered grandchild in a grandfamily, the subject lacked of opportunities of operating and expressing, which deconstructed her social competence. Implications for further research and practice are discussed.
  • Publisher: 碩士論文--國立臺南大學幼兒教育學系碩士在職專班.107學年度
  • Creation Date: 民108[2019]
  • Format: iv,vi,106面 : 圖 ; 30公分..
  • Language: Chinese
  • Source: NUTN ALEPH
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