幼兒氣質發展軌跡與相關因素之研究

A Study on the Trajectory of Young Children Temperament Development and Related Factors

本研究旨在探討影響幼兒氣質發展與其它因素之關係，其中包括幼兒教師特質、幼兒同儕互動對幼兒氣質的相關性研究。以竹苗地區五所非營利幼兒園3至6歲幼兒為研究對象，採用由幼兒之班級老師協助填寫的「幼兒教師特質」、「幼兒同儕互動」及「幼兒氣質量表」等量表，有效問卷數138份。問卷資料回收後採用採用軟體SmartPLS進行分析，主要發現如下：（一）不同背景變項（性別、年齡）的幼兒氣質存在很大的差異，家長和教師應充分瞭解幼兒的氣質類型和發展情況，接受幼兒原本的樣子。（二）幼兒教師作為學前教育者，對幼兒陪伴較多和影響較大。（三）不同背景變項的幼兒其同儕互動關係存在差異，良好的同儕互動能夠對幼兒氣質發展產生積極影響。（四）幼兒氣質受到幼兒教師特質、同儕互動之間關係所影響，同時，影響程度也受到幼兒個體差異影響。

The purpose of this research is to explore the relationship between the development of young children's temperament and other factors, including the relationship between teacher characteristics and young children's peer interaction on children's temperament. Taking young children from 3 to 6 years old in five non-profit preschools in Hsinchu City, Hsinchu County, Miaoli County as the research area, the effective questionnaires are used to fill in the ＂Preschool Teacher Traits＂, ＂Preschool Peer Interaction＂ and ＂Preschool Temperament Scale＂ with the assistance of the young children's class teacher. Count 138 copies. After the questionnaire data was collected, the questionnaire was analyzed using SmartPLS statistical package software and AMOS 17.0. The main findings are as follows: (1) There are great differences in the temperament of young children with different background variables (gender, age), parents and teachers should fully understand the young children The temperament type and development situation of the young children accepts the original appearance of the young children. (2) Teachers, as early childhood educators, have more companionship and greater influence on young children. (3) Young children with different background variables have different peer interaction relationships, and good peer interaction can have a positive impact on the development of young children's temperament. (4) Young children's temperament is affected by the relationship between teacher characteristics and peer interaction, and the degree of influence is also affected by individual differences in young children.