輔導害羞幼兒適應幼兒園生活之行動研究

An Action Research of Assisting a Shy Child to Adapt to Preschool Classroom Life

本研究使用行動研究法，探討幼兒園教師如何運用輔導策略，協助害羞幼兒適應學校生活。害羞而導致幼兒入學適應之困難，也是教學現場的幼教師們，經常面臨到的幼兒發展問題之一，因此希望能增加對幼兒園中害羞幼兒的認識及幫助。以開學的第一個月的班級幼兒──小帆為研究對象，透過訪談與觀察記錄發現：一、小帆的害羞受先天及後天因素交互影響；二、實施多元輔導策略（繪本故事、團體遊戲、行為改變技術、善用受歡迎幼兒、提供社交技巧）的成效；三、早期介入，對有助於改善小帆害羞的情形。最後，研究者依據發現與結果，針對如何協助害羞幼兒適應幼兒園生活之議題，對教師、家長與未來研究者提出具體建議。

This study presented an action research and discussed how a preschool teacher applied strategies to assist a shy child to adapt to school life. The researcher observed the preschool child in the class during the first month of school, and selected a child named Hsiao-fan as the research subject. Hsiao-fan's performance in school adaptation and interaction with peers were recorded. Based on interviews of parents and class observations, the researcher investigated the factors causing Hsiao-fan's shyness, planed strategies to assist Hsiao-fan to improve the condition of shyness and enhanced her adaptation to preschool life. The conclusions of this study are described into the following three parts: 1. Hsiao-fan's shyness is influenced mutually by congenital factors and acquired factors; 2. Effects of implementing multiple strategies contributes to improving Hsiao-fan's shyness. Based on the research findings, this paper provided suggestions for preschool teachers, parents and future researchers on how to assist shy children to adapt to preschool life.