幼兒利他分享之認知、情感與行為討論

Young Children's Cognition, Affection and Behavior of Altruistic Sharing

本研究旨在瞭解幼兒利他分享之「認知」、「情感」與「行為」之內涵與特性。選取台北市幼兒園小、中、大班及小學一年級的幼童各60人，共計240名幼生為研究樣本，並以「幼兒利他分享遊戲」為施測工具，透過一對一訪談對幼兒利他分享的「事實認知」、「價值認知」、「情感」及「行為」進行探討。研究結果發現在「事實認知」方面，幼兒對利他分享的定義隨年齡上升日趨精細與嚴格；在「價值認知」方面，小班幼兒並無明顯的判斷理由，但中班以上的幼兒則以友誼關係、互惠關係及外在規範為其主要判斷依據；在「分享情感」方面，中小班的幼兒多以關係取向的情感因素為分享的主要考量，而大班及小一幼兒則多以同情為主要的情感考量因素；在「分享行為」方面，平均分享個數隨幼兒年齡增加而微幅上升，且以「公平」為主要分享行為的表現，也隨著年齡上升而明顯增加。

The purpose of this study was to examine the cognition, affection and behavior of young children's altruistic sharing. This study defined the sharing composed of three parts: cognition, affection and behavior. The operationalization of sharing cognition was to ask children if'giving toys or food out' or 'having toys or food together with others' was sharing. Altruistic sharing affection was defined as love, sympathy or empathy which aws elicited by giving a piece of chocolate urgently. Sharing behavior was defined as whether young children gave their chocolates out. How does young children's sharing develope? By client unterview, there were 240 children from Taipei participated in this study after controlling for sex and area distribution. The results showed that young children's understanding of altruistic sharing became rigorous as getting older. 4-year-olds and above tended to make the value judgment of sharing on the basis of friendship, reciprocity, and social regulation; the affective factor of sharing for 3-and 4-year-olds was mainly based on self-oriented relationship, for 5-and 6-year-olds, sympathy became the main affective consideration. for all children, sharing behavior slighyly added by age, and the proportions of fair sharing also added by age obviously.