A Study of Social Behaviors of Only Child and Non-only Child of Preschool

• Main Authors: Chen Shin Wen, 陳馨文
• Other Authors: Chia-Yu Chang
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/x7ek82

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 104 === This research aims at discussing the social behaviors of only child and non-only child of preschool. It has 3 purposes: first, to learn about non-only child in the preschool; second, to learn about the only children in the preschool; third, to discuss the differences between the social behaviors of the only child and non-only child in the preschool. The researcher observes 4 only children and 4 non-only children in the senior class and the middle class in the preschool for 7 weeks with the naturalistic observation method and collects data with the observation records and videos; the results are shown below: The only children present more negative social behaviors, where dependence accounts for the most; in terms of gender, dependence accounts for most of the negative social behaviors of both the only children and the non-only children; in terms of age, egoism accounts for most of the negative social behaviors of the only children in the senior class, while dependence accounts for most of the negative social behaviors of the only children in the middle class. The non-only children present more positive social behaviors, where affinity accounts for the most; in terms of gender, cooperation accounts for most of the positive social behaviors of the non-only male children, while affinity accounts for most of the positive social behaviors of the non-only female children; in terms of age, affinity accounts for most of the positive social behaviors of the non-only children in both the senior class and the middle class. Presentation of Social Behaviors of Only Children and Non-Only Children.The only child and non-only child show the similar behavior frequency of positive social behavior following the order: affinity, cooperation, and independence. They also show the similar behavior frequency of negative social behavior following the order: dependence, egocentricity, and aggressive.From the perspective of gender, only child and non-only child perform differently both in positive and negative social behavior. In the aspect of positive social behavior, for the behavior of only child, affinity takes up the largest percentage followed by cooperation; for the behavior of non-only child, cooperation takes up the largest percentage followed by affinity. As for the negative social behavior, dependence takes up the relatively large percentage of the behaviors of both the only child and non-only child. However, their performance is different. Dependence takes up the relatively large percentage of the behavior of non-only child while egocentricity and dependence take up the relatively large percentage of the behavior of only child.From the perspective of age, for the only child and non-only child in the third year of kindergarten, they perform differently both in positive and negative social behavior. For the only child and non-only child in the second year of kindergarten, they perform similarly both in positive and negative social behavior. In the aspect of positive social behavior, for the behavior of only child in the third year of kindergarten, independence takes up the largest percentage; for the behavior of non-only child in the third year of kindergarten, affinity takes up the largest percentage; for the behavior of only child and non-only child in the second year of kindergarten, affinity takes up the largest percentage. In the aspect of negative social behavior, for the behavior of only child in the third year of kindergarten, egocentricity takes up the largest percentage; for the behavior of non-only child in the third year of kindergarten, dependence takes up the largest percentage; for the behavior of only child and non-only child in the second year of kindergarten, dependence takes up the largest percentage.