幼兒社會因應取向之初探

Children's Social Orientation in Day Care Center

本研究以Piaget的順應與Vygotsky的自主性觀點來詮釋幼兒與環境的互動關係，將幼兒與情境互動之觀點分為順應－同化、順應－調適、自主－同化與自主－調適等四類社會因應取向(social orientation)。研究者以訪談法收集366位3-6歲幼兒的觀點，以了解孩子在幼兒園情境之社會因應取向。統計分析結果顯示幼兒自主性發展隨著年齡增長而增加，順應性則隨年齡增長而逐漸下降，幼兒在與同儕與師長互動情境中，展現了不同的互動模式。在與教師互動上，幼兒最常出現的回應是順應－調適，且在3~6歲年齡層上呈現一致的穩定性，其次為自主－調適，其反應則隨年齡的增長而遞增，而順應－同化及自主－同化的應則隨年齡的增長而遞減。在與同儕互動時，幼兒最常出現的反應是自主－調適，且隨著年齡成長而穩定地增加。幼兒在與同儕互動情境下，幼兒嘗試控制與改變環境，展現其個人自主性。本研究結果提供幼兒教育現場如何支持幼兒自主性認知發展之省思。

The purpose of this study is to examine children's social orientations from the perspectives of Piaget and Vygotsky. Children's social orientations to the environment were divided into four categories: adaptive-assimilation, adaptive-accommodation, agentive-assimilation and agentive-accommodation. The participants were 366 Taiwanese three- to six-year-old children in day care centers. The children were interviewed to collect their perspectives. The results indicated that the adaptive-accommodative orientation is the most frequent in the teacher situations. The second most frequent response was the agentive-accommodative orientation. Responses in the agentive-accommodative orientation increased with age while the adaptive-assimilative and agentive-assimilative orientations decreased with age. The most frequent response to peer situations was agentive-accommodative, and this orientation increased steadily with age; children were more and more likely to express themselves with peers. The young children actively tried to control and change their environment. They displayed their emergent agency. The implications for early childhood education are discussed.