幼儿同伴交往能力发展及其影响因素研究

发布时间：2018-01-24 05:15

本文关键词： 幼儿同伴交往能力结构方程模型发展特点影响因素　出处：《华东师范大学》2008年硕士论文　论文类型：学位论文

【摘要】： 幼儿同伴交往能力是幼儿社会化的重要内容,是幼儿最重要的社会交往能力之一。它有利于幼儿摆脱自我中心,增强幼儿的情感支持,促进其亲社会行为、社会交往能力、社会认知等方面的发展。目前,国外的相关研究比较深入,涉及内容较广,国内的研究相对来说,调查和描述性居多,深入、直接、系统的分析较少。而且,不少教师、家长对幼儿同伴交往能力的发展与影响因素等缺乏了解,影响幼儿同伴交往能力的教育培养。因此,十分有必要对幼儿同伴交往能力的结构维度、发展及其影响因素进行研究,以期丰富幼儿同伴交往发展理论以及儿童社会性发展理论,并为幼儿教育实践提供一定的科学依据。为此,笔者尝试主要探讨如下问题:1.幼儿同伴交往能力的结构维度与发展现状;2.3—6岁不同年龄幼儿同伴交往能力的分布状况和发展特点,以及在不同年龄阶段幼儿同伴交往能力的表现;3.影响幼儿同伴交往能力发展的因素及其内在关系。本研究中,同伴交往能力的结构、发展特点采用随机抽样法抽取上海市15所幼儿园小、中、大班共199名幼儿,由教师填写问卷;影响因素问卷分别由其教师、主要抚养人填写。结果表明:1.幼儿同伴交往能力的内部结构分为4个维度:主动性、亲社会性、语言与非语言能力以及社交障碍;2.幼儿同伴交往能力随着年龄的增长而逐渐提高,其中发展最快的阶段是中班,大班相比较中班略有下降的趋势,但差异不显著,同伴交往能力在性别上有显著差异;3.把班级作为同伴交往能力发展的指标比年龄更合理;4.影响幼儿同伴交往能力发展的因素主要有主要抚养人、教师和同伴,而且同伴确是家长、教师作用于同伴交往能力各维度的重要中介因素。
[Abstract]:Children's peer communication ability is an important content of children's socialization, is one of the most important social communication ability of young children. It is helpful for children to get rid of self-center, strengthen their emotional support, and promote their pro-social behavior. The development of social communication ability, social cognition and so on. At present, the related research abroad is relatively deep, involving a wide range of content, the domestic research is relatively speaking, investigation and descriptive, in-depth, direct. The systematic analysis is less. Moreover, many teachers and parents lack understanding of the development and influence factors of the children's peer communication ability, which affects the education and cultivation of the children's peer communication ability. It is necessary to study the structural dimension, development and influencing factors of children's peer interaction ability, in order to enrich the theory of children's peer communication development and the theory of children's social development. And to provide some scientific basis for the practice of early childhood education. For this reason, the author tries to explore the following question: 1. The structural dimension and development status of children's peer communication ability; 2.3-6 years old children's peer communication ability distribution and development characteristics, as well as at different ages of children peer communication ability performance; 3. The factors affecting the development of children's peer communication ability and their internal relations. In this study, 199 children in small, middle and large classes of 15 kindergartens in Shanghai were selected by random sampling method for the structure and development characteristics of peer communication ability. Teachers filled out questionnaires. The results show that the internal structure of children's peer interaction ability is divided into four dimensions: initiative, pro-social. Language and non-verbal skills and social barriers; 2. Children's peer communication ability gradually improved with the increase of age, in which the fastest developing stage was the middle class, compared with the large class slightly decreased, but the difference was not significant. There are significant differences in the ability of peer communication between the sexes; 3.It is more reasonable to regard class as an indicator of peer communication ability development than age; 4. The main factors that affect the development of children's peer communication ability are the main dependents, teachers and peers, and the peer is the parents, and teachers play an important role in the various dimensions of peer communication ability.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G610

【引证文献】