幼兒在學校的地下遊戲之啟動與衝突

Exploring Initiation and Conflict in Children's Underground Play at School

當幼兒離開教師的視線時，他們常自發性地啟動遊戲。如果他們的遊戲是發生在不被允許的時間，或者被禁止的方式，這種遊戲就稱為「地下遊戲」。本研究企圖了解幼兒在學校如何啟動地下遊戲，以及如何處理當中的衝突。本研究採質性研究法，立意擇取一個室內包含三個分隔空間以利幼兒地下遊戲產生的幼兒園班級進行研究，該班有 28位三到六歲混齡幼兒進行觀察，以參與性觀察的方式來收集資料。一週入園觀察三次，每次從早上八點至下午四點，共收集 128 筆觀察資料，此外亦訪談教師以檢核資料。本研究的資料分析採持續比較分析法，包括資料單位化、分類、框架建構及檢核。研究發現幼兒運用行為模仿、言語挑釁，或肢體刺激來啟動地下遊戲。當衝突發生時，幼兒就會把教師角色搬出來，來威脅對方，或者運用隱匿的肢體攻擊方式來取得控制。這意味著幼兒操作社會權力的一種方式。在地下遊戲過程中，幼兒也暗中在組織他們的社交圈，在組成不同的團體中形成隱匿的社會階級。最後，本研究依研究發現對幼兒教育，以及未來之研究提出相關之建議。

 

When children are out of their teacher’s sight, they often initiate play spontaneously. If this occurs at an unpermitted time or in an unpermitted way, then such play is called "underground play". This study aims to understand how young children initiate underground play and solve conflicts during underground play. A qualitative study design was employed, and participant observations were taken for data collection. A preschool indoor classroom with three separated spaces beneficial to underground play was purposively selected for this study. There were 28 young children aged 3-6 in the mixed age class. This study collected 128 observations which the researchers entered the class three or four times a week, and each time began at 8:00 and ended at 16:00. Additionally, interviews with the teachers were also collected for member checking. This study adopted the method of constant comparative analysis for data analysis, including unitizing, categorizing, framing, and checking. Through data analysis, this study found that the young children applied mimicking others, verbal challenge, and physical triggering to initiate underground play. When conflicts occur, the children applied the teacher’s role and hidden physical attacks to attain control, implying the manipulation of social power by young children at school. During underground play, children were also engaged in their social grouping. Finally, this study provides suggestions for early childhood education and future studies.