| Summary: | 碩士 === 臺北市立教育大學 === 兒童發展研究所 === 94 === The purpose of this study is to explore the stability of preschool children’ sociometric status and its related variables.The objects of this study include 312 preschool children and 12 teachers.This study adopts the “Picture-Board Sociomatric Interview” and the “Teacher Rating” as study measure, and the results show that:
1. In terms of the stability in sociometric status: the end of from at the beginning of semester, the sociometric score to attain.62~.81 high related. Negative nomination score more stability than positive nomination score, and social impact score more stability than social preference score.Whole perspective of the stability in sociometric status, it presented to medium.
2. In terms of sociometric status in background variables: a. The result showed significant difference in group of sociometric status of different gender of preschool children. b. The result showed significant difference in group of sociometric status of different gender of preschool children. c. The result showed significant difference in group of sociometric status of different birth order of preschool children. d. The result showed significant difference in group of sociometric status of different the amount of brother and sister of preschool children.
3. In terms of reason of preschool children choice and reject peer: Choose peers mainly with co-activies, emotion exchanges and social behavior is basis. Reject peers mainly with social behavior, co-activies and the personality characteristic as basis.
4. The difference of the teacher's standpoint and child actual sociometric status: The teacher assesses the position that acquires physically with child, the whole and consistent comparison is 44.84%.
The researcher also discussed the results of this research, and offered some suggestions on education supporting and future researcher.
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