| 摘要: | 國內對於主要照顧者教養行為與幼兒社會行為之相關研究源於1980年代迄今，內容多以家庭環境及父母的教養方式等為主要範疇，經研究發現，父母扮演了相當重要的角色，父母對子女的教養方式，更是直接或間接影響了子女從幼兒時期的發展。隨著現今資訊媒體發展快速，人們對於3C產品的使用率也逐漸提高，研究者本身從事幼兒教育工作，經由本身工作經驗及身邊親友教育幼兒行為發現，幼兒生長環境受3C產生影響，對於其外在社會行為發展亦有些許差異。然查閱相關文獻對此研究略顯不足，藉此，研究者希冀結合上述文獻新增幼兒使用3C時間，探究其中之差異與關聯性，除充實相關文獻豐富度外，亦配合時代潮流研究新議題，作為新一代幼兒教育問題探討之先驅。
本研究以隨機抽樣方式，主要以104學年度就讀台北市、新北市之立案幼兒園之3至6幼兒之父母及老師為施測對象，探討主要照顧者教養行為、幼兒使用3C時間與幼兒社會行為之相關研究，使用問卷調查法，回饋有效問卷共計207份，所得資料以敘述統計、單因子變異數分析、皮爾森積差相關及逐步多元回歸分析等方法進行，經統計分析後得出下列幾點結論：第一，主要照顧者採取傾聽支持與回饋教養行為幼兒的分心行為越少，獨立行為越多。第二，主要照顧者採參與教養行為，幼兒利社會行為越低。第三，主要照顧者在教養反應傾向之傾聽支持與回饋越高，幼兒負向社會行為之分心行為越低、獨立行為則越高。第四，主要照顧者控制、規範的程度越高，幼兒社會行為越退縮。第五，主要照顧者教養反應傾向對幼兒負向社會行為之預測分析。第六，主要照顧者教養反應傾向對幼兒正向社會行為之預測分析。第七，主要照顧者教養要求傾向對幼兒負向社會行為之預測分析。第八，主要照顧者在教養反應傾向不因子女性別、年齡而有差異。第九，主要照顧者在教養反應傾向不因子女性別、年齡而有差異。主要照顧者教育程度專科以下會較採取控制、規範的教養行為高於主要照顧者教育程度大學（含以上）。第十，幼兒社會負向攻擊行為及退縮行為有年齡上的差異。分析後，根據上述研究結果，提出具體建議供相關教育學者與後續研究者參考。
The domestic research on the relationship between the primary caregiver's parenting behavior and the child's social behavior originated in the 1980s. The content is mostly based on the family environment and the parenting style. Parents have played a very important role. The parenting style directly or indirectly affects the development of children from early childhood. With the rapid development of today's information media, people's use of 3C products has gradually increased. The researchers themselves are engaged in early childhood education. Through their own work experience and the behaviors of their relatives and friends, children's growth environment is affected by 3C. There are also some differences in the development of social behavior. However, reviewing the relevant literature is not enough for this research. Therefore, the researchers hope to combine the above-mentioned literature to increase the use of 3C time for young children, and explore the differences and correlations. In addition to enriching the relevant literature, it also collaborates with current trends. This will promote further discussion of a new generation of early childhood education.
In this study, the parents and teachers of 3 to 6 children who were enrolled in the kindergartens of Taipei City and New Taipei City were randomly selected for the purpose of testing, the main caregiver's parenting behavior, children's use of 3C time and children's social behavior were investigated. In the related research, a questionnaire survey method was used with a total of 200 valid questionnaires. The data was analyzed by narrative statistics, single factor variance analysis, Pearson product difference correlation and stepwise multiple regression analysis. After statistical analysis, the following results were obtained. In conclusion: First, the primary caregiver who offers support and rewards the childs less distracting behavior, the more independent the child’s behaviour. Second, the main caregivers take part in parenting behaviors, and the social behavior of young children will improve. Third, the higher the listening support and feedback of the primary caregiver in the parental response tendency, the lower the distracting behavior of the child's negative social behavior and the higher the independent behavior. Fourth, the higher the degree of control and regulation of the main caregiver, the more the social behavior of young children shrinks. Fifth, the main caregiver's parenting response tendencies predict the negative social behavior of young children. Sixth, the main caregiver's ability to educate and respond to the predictive analysis of young children's positive social behavior. Seventh, the main caregiver's parenting requirements tend to predict the negative social behavior of young children. Eighth, the main caregivers are different regarding the parental response tendencies. Ninth, the main caregivers are different in the parental response tendency. The primary caregiver's education level will be higher than the primary caregiver education level (including the above). Tenth, there are age differences in the negative social aggression behaviors and withdrawal behaviors of young children. After the analysis, based on the above research results, specific recommendations are made for reference by relevant educators and follow-up researchers. |
