教室中幼兒的撒嬌事件簿

Preschoolers’ Sajiao Events in A Classroom

本研究的目的為：（1）討論不同年齡、性別幼兒撒嬌事件的概況。（2）描述幼兒撒嬌的類型。（3）分析幼兒園中幼兒撒嬌對象、行為、目的與對象回應間的關聯。本研究以時間取樣觀察北市一幼兒園大中小班幼兒撒嬌發生的頻率；再以事件取樣錄影三班幼兒所發生的撒嬌事件。從中選擇撒嬌次數最多的八位幼兒做為分析的焦點。錄影轉成逐字稿後依撒嬌對象、行為、目的、對象回應進行編碼與計次，以卡方檢定其關聯性。另訪談中班兩位老師了解幼兒的撒嬌行為與同儕關係。結果如下：（1） 中、小班比大班的撒嬌頻率較高，顯示當兒童年齡漸長在教室的撒嬌行為漸少。再者，幼兒撒嬌的頻率並無顯著性別差異。大中小班不論男女，最常見的撒嬌目的皆是情感性。（2） 幼兒撒嬌的類型依撒嬌目的分為情感和操弄型，每型依撒嬌的運用技巧得宜與否分為有技巧和無技巧。（3） 情感的撒嬌目的比操弄和引起注意顯著容易被接受；幼兒對老師的撒嬌目的偏向操弄與情感，對同儕則偏向引起注意；幼兒傾向對能接受撒嬌者或比自己有權力、喜歡的人撒嬌，顯示撒嬌的施者與受者間微妙的情感和權力關係。本研究論述幼兒撒嬌的樣貌及撒嬌在個人和社會層面可能文化含意，提供幼教工作者參考。

The objectives of this study are three: 1). To discuss gender and age differences ofpreschoolers’ sajiao events. 2). To discuss children's sajiao patterns. 3). To understand occurrenceof children's sajiao in classrooms, including to whom they do sajiao, the behavior per see, theirpurpose of doing sajiao, response from whom they do sajiao to and relevance between these fourcategories.Time Sampling was adopted to observe frequency of sajiao from children at three tofive-year-old class in a private kindergarten in Taipei. Event Sampling was adopted to tape sajiaothat occurred in those classes. Eight children of the most sajiao frequencies and with variouspatterns were chosen as the focus of analysis. After the taped data is transcribed, it was codedbased on“sajiao subject”, ”sajiao behavior”, ”purpose of sajiao” and “response from the subject”,relevance between all of which is examined in Chi-square. Also, two teachers were interviewedto understand children's sajiao behavior and peer relations. The study results are as follows:1. Compares to 5-year-old, 4 and 3-year-old have more sajiao behaviors. It indicates that when achild gets older, his sajiao behavors may be less. The gender difference on preschoolers’ sajiaofrequency is not significant.2. Children's sajiao types can be categorized as “affective” and “manipulative”.3. Different sajiao behaviors occur according to degree of closeness between children and thesajiao subject. Children's sajiao behaviors vary from purposes. Furthermore, teachers responddifferently based on children's purpose of sajiao but there is no difference in response amongpeers.