臺南市國小附幼教師對幼兒分離焦慮的認知及安撫措施之相關研究

Related Research of Teachers’ Cognition of Children’s Separation Anxiety and Comfort Measures in Tainan Affiliated Kindergarten of Public Elementary School

本研究主要目的在探討不同背景變項下，台南市公立國小附幼教師對幼兒「分離焦慮」現象的認知及「對幼兒分離焦慮現象所採取的安撫措施」之現況及差異情形。研究對象為大台南地區375 位附幼教師。研究方法採問卷調查法，經由描述性統計、單因子變異數、雪費事後比較、皮爾遜相關係數等方式加以分析，比較「分離焦慮的主觀認知」及「幼教師所採取的安撫措施」兩構面的現況、差異情形及相關性。本研究之主要發現如下：(1).主觀認知、安撫措施及因應技巧的平均數均居於中位數之上，表示幼教師對幼兒分離焦慮的認知及安撫措施、因應技巧皆屬良好。(2)不同班級學生人數之幼教師對「幼兒分離焦慮認知原因」達顯著差異。(3)不同年齡、不同年資的幼教師對「親師溝通」、「園所配合」等因素及「安撫措施」總量表上達顯著差異。(4)不同教育程度之幼教師在「園所配合」因素上達顯著差異。(5)除幼教師之「認知原因」與「園所配合」及「產生行為原因」與「班級經營」、「園所配合」間未達相關外，其餘皆有中度以上相關。根據研究結果，提出具體建議，作為教學者及園所處理幼兒分離焦慮行為之參考，以提升幼稚園教師的教學技巧與專業知能。

The purpose of this study is to investigate the current situation and differences of preschool teachers’ cognition of children’s 'separation anxiety' and the 'comfort measures of children’s separation anxiety” in various circumstances in public elementary schools. The research object was 375 preschool teachers in a large Tainan school district. A questionnaire method was adopted in this study, complemented by methods of descriptive statistics, single factor variance, Scheffe' Post Hoc multiple comparisons, Pearson Correlation, etc, to analyze and compare the current situation, differences and correlation of 'subjective cognition of separation anxiety' and “comfort measures taken by preschool teachers.” The main findings are as follows: The average numbers of subjective cognition, comfort measures and coping skill are all above the median, which means separation anxiety cognition, comfort measures and coping skills of the preschool teachers are relatively strong. (1)Preschool teachers in different classes of which the number of students were varied showed significantly different opinions regarding the cognitive cause of children's separation anxiety. (2)Preschool teachers of different ages and seniority levels havehold significantly different views in regards to the “Parent-Teacher Communication”, “kindergarten cooperation” factors,etc. These are also significantly different in relation to the total scale of 'comfort measures'. (3)Preschool teachers of different education degree behaved significantly differently in regards to the kindergarten cooperation” factor. (4)Among the factors analyzed, I seems that 'cognitive causes' and “kindergarten cooperation” are not correlated. It is either not correlated between 'produce behavior causes' and 'classroom management', 'produce behavior causes' and “kindergarten cooperation”. The the other factors are more than moderately related. According to the results, the researchers put forward some suggestions, which could be considered as reference for preschool teachers when dealing with the children's separation anxiety, and to improve the teaching skills and professional knowledge of the preschool teachers.