學前幼兒於不同性別組合同儕遊戲中互動行為之研究   全文下載

Young Children’s Interactive Behaviors in Peer Play Contexts with Different Gender Composition

本研究探討中、大班男女幼兒在不同性別組合同儕遊戲中互動行為之差異。參與研究對象為116 位幼兒來自於新北市公、私立幼兒園，包括大班男生28 位、女生24位，中班男生36 位、女生28 位。資料蒐集是以時間取樣法，觀察幼兒自由活動中之同儕遊戲互動行為。研究結果發現男孩在同性兩人遊戲之同儕拒絕、攻擊程度、活動量都顯著地高於女孩；男孩的同性團體活動量亦高於女孩；而女孩在異性團體之同儕拒絕顯著地高於男孩。年齡差異則出現在攻擊程度和進行相同活動的比例。此外，同性兩人遊戲是兼具催化社會技巧及學習高攻擊行為的功能。異性兩人是調整男孩同性團體遊戲模式的遊戲情境；同性和混性團體遊戲皆為刺激、較低攻擊性的情境；異性團體遊戲則對男、女孩的調節能力發展有不同的意涵。

This study aimed to investigate the interactive experiences of young children's peer play. The data were collected by the natural observation of 64 four-year-olds' and 52 ive-year-olds' play behaviors over two semesters using the time sampling approach. The results showed that boys' activity levels were higher than those of girls in same-sex dyadic and same-sex group play. Boys exhibited a higher level of aggression and more peer-exclusion than girls in same-sex dyadic play. Regarding age differences,four-year-olds exhibited a higher level of aggression in other-sex dyadic play than their five-year-old counterparts. Five-year-olds were more likely to engage in shared activities with peers in other-sex dyadic, other-sex group, and same-sex group play than the younger ones. Across gender and age groups, same-sex dyadic play was the peer socialization context of social skills as well as of higher levels of aggressive behaviors. Other-sex dyadic play may mitigate the play pattern of boys' same-sex group play. Same-sex and mixed-sex group play involved higher activity levels and lower aggression. Other-sex group play may have differential implications for the development of boys' and girls' regulatory abilities.