同儕社經組成對幼兒早期學習行為之影響

The Influence of Peer Social Economic Status Composition on Preschoolers' Early Learning Behavior

政府目規定公立幼稚園優先收托五大弱勢族群幼兒，低社經地位幼兒在公立幼稚園的比例逐漸升高，逐漸成為教室中的多數。本研究主要的研究目的是探討當低社經地位幼兒在班級中比例增高時，低同儕社經組成對幼兒學習是否造成負向影響。主要研究問題為：低同儕社經組成及中高同儕社經組成班級中，幼兒的早期學習行為是否有顯著差異？低同儕社經組成班級幼兒的早期學習行為表現是否較差？本研究選擇一低同儕社經組成及一中高同儕社經組成的班級做比較。資料收集方法主要以觀察及量表計分的方式，記錄幼兒在以下各方面的表現：（1）教師引導之團體討論中參與的頻率及參與品質；（2）教師協助小組活動中的學習投入度；以及（3）個別選擇遊戲中的遊戲互動層級的表現。資料分析主要以統計的方式，比較二班幼兒早期學習行為是否有顯著差異。研究結果顯示，二班幼兒早期學習行為表現除了在團體討論中的參與頻率有顯著差異外，其餘的學習行為表現並無顯著差異。討論指出本研究樣本的年齡層、二班班級之整體品質、以及評量工具的文化適切性均是可能影響結果的因素。文末從政策、課程教學、以及互動技巧討論可能減輕幼兒社經組成對幼兒早期學習行為的影響。

In Taiwan, government had conducted a set of policies to assist disadvantaged families in their children's education. On policy was that public preschoolsshould give enrolling priority to five groups of disadvantaged children. The policy resulted in the increasing ratio of low SES children in public preschoolclasses. Gradually,disadvantaged children had become the majority in many public preschool classes. The purpose of this study was to study whether the high ratio of low social economic status composition (SESC) exerted negative influences on children's early learning behavior. The main research question was: Did children in low SESC and middle-high SESC classes have different early learning behavior? Was the early learning behavior of middle-high SESC class better than that of low SESC class?Researcher chose two different SESC classes (i.e., one low SESC and one middle-high SESC class) to be the research participants. The main data collection method included observation and scale-ratingin children's behavior of activity-participating performance, learning engagement, and interactive playing level. Analysis method was mainly conducted in a quantitative way to compare whether these two classes had different performance. The results showthat, except for the frequency of group participation, children in these two SESC classes are not different in their activity-participating quality, learning engagement, and interactive learning level. In the discussion, researcher suggests that SESC factor alone cannot determine children's early learning behavior policy support, curriculum planning, and teachers' teaching and interacting skills can ease the influences of SESC on children. In the final part, researcher provides suggestions on related policies and teaching practices.