• 作者： 鍾鳳嬌
• 作者服務機構： Center for Teacher Elucation National Pingtung University of Science and Technology Pingtung Taiwan R.O.C.
• 中文摘要： According to attachment theory, in the course of interactions with adults, infants construct internal working models of themselves and others. The function of these working models is to enable the child to interact adaptively with the environment, that is, to guide the interpretation of events and to plan and forecast future behavior. Based on this conceptualization, the primary goal of this study was to examine the relation between parent-child interaction patterns and children's peer interaction patterns, and how the peer interaction was investigated in a microanalytic approach to examine the interaction process. Moreover, children's peer interaction was examined in relation to children's social competent development. Finally, children's social competence development was assessed. Continually, thirty preschoolers who came from the data in the first year were observed their peer interaction during the free play in their current preschool. Each child was observed for 30 minutes. Each peer interaction including social interaction was coded to assess the quality of peer interaction. Additionally, Preschool Behavior Q-set was standardized based on Chinese children. 504 children were invited to be examined their social competence. Results indicated that children's social competence was significant difference based on children's age, gender, and social economic status. The elder children had higher scores on the achievement-orientation and getting along with others than the younger children. However, the younger children had higher scores on the autonomy, dependability, and emotional expression than the elder children. Moreover, boys had higher scores on the autonomy, approachorientation, and dependability than girls. Girls had higher scores on the achievement-orientation, directiveness, and getting along with others than boys. With regard to social economic status, children of high social economic status had higher scores on the autonomy and directiveness than children of low social economic status. However, children of low social economic status had higher score on the getting along with others than children of middle social economic status. The peer interaction observation during the free playtime was analyzed based on children's directiveness, relevant respondence, communication coherence and social context. Consequently, children peer interaction patterns were consistent with parent-child interaction patterns in the present study. The relation between children peer interaction and social competent development was interpreted. Some research limitations and suggestions for future study were provided.
• 英文摘要： 本研究目的是在探究幼兒社會能力的發展，一方面從量化觀點評估不同年齡、性別、及 社經地位幼兒的社會能力發展，另一方面從質化觀點，觀察幼兒互動遊戲的歷程，分析3、4歲幼兒同儕互動的特質，從微觀分析的方法探究同儕互動與社會能力發展的關係，以及同 儕互動與親子互動的關係。504位3至8歲幼兒參與本研究，由園（校）教師根據研究者自編的「幼兒社會能力量表」，評量幼兒社會能力的發展。研究結果發現：幼兒社會能力發展 的不同層面因年齡、性別、及家庭社經地位的不同而有顯著差異，年齡愈大的幼兒在工作取向及與別人共處能力上顯著高於年齡較小的幼兒；年齡較小的幼兒則在自主性、行動取向、 及情緒開放性上顯著高於年齡愈大的幼兒。另外，男幼兒在自主性、行動取向、及依賴性上顯著高於女幼兒；女幼兒則在工作取向、領導取向、及共處能力上顯著高於男幼兒。高社經 幼兒在自主性及領導取向顯著高於低社經幼兒，而低社經幼兒在與別人共處能力上顯著高於中社經幼兒。本研究從觀察幼兒同儕互動遊戲歷程中，以質化微觀方式針對不同社會能力幼 兒之主導行為、回應行為、溝通凝聚性、及社會情境作比較分析。並進一步追蹤深入分析親子溝通型態與幼兒同儕互動溝通類型之特質。最後，並提出一些研究限制及對未來研究作出 具體的建議。
• 中文關鍵字： social competence, directive behavior, peer interaction, respondent behavior, social context, attachment behavior, communication coherence
• 英文關鍵字： 幼兒社會能力，主導行為，同儕互動行為，回應行為，社會情境，依附理 論，溝通凝聚性