增進獨生幼兒在幼兒園利社會行為教學策略 之行動研究

• Main Authors: Wu,Chia-Lan, 吳嘉蘭
• Other Authors: Wu,Kuang-Ming
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/20008792628808065566

碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 104 === The purpose of this study was aimed at exploring problems of peer interactions and strategies to promote prosocial behaviors from these interaction of a single-born-child studied in a senior class of a kindergarten. An action research was applied for this study. Through viewing literatures, interviewing the parents of the single-born-child studied in a senior class of a kindergarten, and observing child’s behavior, and teaching strategies and effectiveness, The researcher tried to explore this single-born-child’s sympathetic, helping, cooperative and prosocial behaviors and developing processes within peer interactions. Conclusions were jumped as the following: 1.The characteristics of peer interactions of the single-born-child studied in a senior class of a kindergarten were self-centered, unconcerned, alienated, not sharing, lack of interaction, and lack of skills of solving confliction with others. 2.Using peer-individual teaching methods could help single-born-child studied in a senior class of a kindergarten create more concertation with peers. 3. Applying the strategy of role play could not help single-born-child studied in a senior class of a kindergarten develop sharing behavior as well. 4.Using strategies of modeling methods and let single-born-child studied in a senior class of a kindergarten compare with their behaviors with others could not let them develop active help behaviors as well. 5.The result oriented methods could encourage cooperative behaviors for single-born-child studied in a senior class of a kindergarten in peer communications. Suggestions were also made as follows 1.For early childhood educators, it is important for early childhood educators to build a friendly learning environment for single-born-child studied to learn how to successfully communicated with peer children to improve his interpersonal relationship. 2.For future researchers, if it is possible, invite more participant families to involve this research could help to gain more reliabilities and validities and detailed information to help single-born-child studied for their prosocial behaviors.