職前教保服務人員實施祖孫代間活動之行動研究──以華人新年文化為例

Action Research on the Implementation of Intergeneration Activities Among Preservice Educare Giver Personnel --Using Chinese New Year as an Example

本文旨在探討透過華人新年文化活動，協助職前教保服務人員祖孫互動關係之行動歷程。本研究採行動研究法，於2022年1月27日至2月11日，進行每次約1小時，共計13次的活動，以習俗、祭祀、烹飪與回顧為主題，藉由美勞、烹飪、書法、自製音樂劇等方式，增進研究者與外婆的互動關係，並以資料及人員的三角檢核作為研究信度，以描述性與解釋性為研究效度，利用採反思性主題，進行資料分析。活動過程中，兩人歷經蜜月期、停滯期、化解誤會期、調適共好期等4個階段；透過華人新年文化活動評量表，發現活動後，兩人對祖孫互動關係的表現，呈現進步的趨勢，彼此從靜音轉為正向、溫和等互動模式，祖孫得以互相關懷。這段行動歷程，研究者發現自身與外婆迥異的個性，是產生衝突的關鍵，自己才是問題的源頭，並體認身為孫女，應體恤外婆的辛勞，各自逐漸趨近Erikson (1994)心理社會發展論中，第6階段的發展親密關係與第8階段的自我統合。同時，由Ainsworth等人(1978)依附理論裡的抗拒型、逃避型依附，逐漸趨向安全型依附。最後，根據研究結果，本文提出建議，供學校與相關單位，以及未來相關研究之參考。

This study aims to explore the journey of action research on how Chinese New Year cultural activities assist a pre-service preschool educator in improving her interactions with her grandmother. In this study, the action research method was adopted and 13 sessions of Chinese New Year cultural activities were conducted from January 27 to February 11, 2022, each lasting approximately one hour. The activities featured the themes of customs, worships, cookery, and retrospection, carried out in such forms as arts and crafts, cooking, calligraphy, and self-produced musicals, with the aim of enhancing the interactions between the researcher and her grandmother. This study used the triangulation of data and personnel to establish research reliability, and employed descriptive and explanatory validity as research validity. Further, data analysis was performed using the reflective thematic analysis approach. Throughout the activities, the researcher and her grandmother went through four stages: the honeymoon period, the stagnation period, the period of resolving misunderstandings, and the reconciliation period. According to the results of the Chinese New Year cultural activities scale, the grandparentgrandchild interactions between the two people after the activities were found to show a trend of improvement on the whole, their modes of interactions transforming from silence to positive and gentle transaction. The grandmother and grandchild became able to care for each other. Through this action research journey, the researcher realized that her strikingly different personality from her grandmother’s was the key to their conflict, and discovered through reflections that she herself was the real source of the interaction problem. The researcher also recognized that she, as a granddaughter, should appreciate the hard work of her grandmother. The grandmother and grandchild made a gradual approach to the sixth stage of intimacy development and the eighth stage of self-integrity in Erikson’s (1994) Psychosocial Development Theory. At the same time, there was a gradual conversion from resistant and avoidant attachment to secure attachment in Ainsworth et al.’s (1978) Attachment Theory. Finally, based on the research results, this study proposes recommendations for the reference of schools, related organizations, and future related research.