Adlerian Encouragement Program：The Change of Preschool Teachers Verbal Encouragement and Attitude.

• Main Authors: Huang Hsiao-Wen, 黃筱雯
• Other Authors: Chang Ying-Shi
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/20588238278549496713

碩士 === 臺北市立教育大學 === 兒童發展碩士學位學程 === 93 === The purposes of this study are to explore after kindergarten teachers accepting Adlerian encouragement program, the change of verbal encouragement and praise, and attitude of treating children. A pre-experimental study with equivalent group design was used. The encouragement training program designed according to the theory of Adlerian, and there are 6 courses in all. The participants of this research are 10 kindergarten teachers, and select 3 at random from them and make them accept observing and interview. In observation part, the researcher entered into the class and observed and recorded the times of encouragement and praise of kindergarten teachers, which in the period of class discussion. The collection of data was in three phases: first phase was before the encouragement program, second was in the end of the program, and final was to be procrastinated in 4 weeks. The analysis of experimental data was used the Paired sample T-test and Analysis of Variance. After collecting all the data , researcher interviewed teachers immediately. All the interview data were coded and analyzed, in order to understand the change of teachers attitude. The result of study reveal that after the teachers accepted the encouragement program, their verbal encouragement increased, and verbal praise reduced. And in the phase of following-up kept their performance standard, not dropped. In the change of teachers’ attitude, the following transitions took place to the teachers: (1)Refocus on the children’s positive behavior; (2) Get rid of the negative statement; (3) Neglect the children's shortcoming, (4) Develop alternate viewpoints to identify the specialities of children; (5) Producing the positive viewpoints; (6) Teachers appreciates children than they’re more close. (7) Accept the children's original character; (8)Aware of the children's behavior sensitive; (9)Improve teachers’ identification of encouragement; (10)The changes of teaching attitude prompt the positive cycle of encouragement . All above-mentioned made the interaction between teachers, children, and parents more efficient and more natural, and helped teachers continue encouraging children. Finally , based on the analysis of literatures, the finding of research , and the discussion, several suggestions are made regarding the application of education, designing the encouragement program, and the suggestions for further research.