A Research on the Emotional Adjustment of New Students Entering Preschool

• Main Authors: Wan-Ping Hung, 洪婉萍
• Other Authors: Mei-I Chien
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/52721574906734387063

碩士 === 國立嘉義大學 === 幼兒教育學系碩士班 === 93 === This research aims at exploring the emotional adjustment of new students entering preschool, and revealing the assistance provided by teachers for new students’ emotional adjustment. The researcher also investigated the relationship between family disciplines new students’ emotional adjustment, and other factors influence new students’ emotional adjustment. The researcher employed the qualitative research methods to collect and analyze data. The data were collected from observations, interviews, reports of children’s statement, and documents. Two new students to preschool, named as Ting-ting and Luing-luing, their class teachers, and their mothers were subjects of this study. Conclusions of this study were as following: 1. After Ting-ting entered the preschool, she could not suffer the separation from her family at the very beginning and when she saw something familiar, she felt sad. Gradually she had more smiling but sometime she still felt sad. Finally, after she adapted to the school environment, she was always smiling, and even could play with herself. She was really happy about preschool lives. 2. The situation of Luing-luing could be described as the following statements. Firstly he was full of expectation for the new surrounding and tried to do everything. He was energetic but sometimes he still had negative emotions. Finally, in the preschool surrounding he was happy, too. 3. The emotional guiding ways the two class teachers took mostly were smiling in return, physical-interacting with children, reciprocating with compassionate mind, orally comforting and encouraging, and sometimes rewarding children materially for doing nice job. Further more, they help children to adapt to preschool lives much faster through the assistance from their peers. 4. There was positive relationship between the positive ways of disciplining and attitude of caregivers and the status of emotional adjustment of new preschool students. 5. Other factors took effect on the emotional adjustment of new preschool students including personal characteristics, methods that parents adopted when leaving children, attitudes of teachers, views about preschool from their elder brother or sister, interactions with their classmates, going to school after holidays, sleeping conditions of the night before going to school, illness, and how much they were familiar with their preschool, etc.