Please use this identifier to cite or link to this item:
New Taiwanese Children
Abstract The purpose of this study was to understand, when control the effects of age, family social economical status, and inhabit region, whether “New Taiwanese” children’s and Taiwanese children’s language abilities and peer relationship were significant difference. The present study also attempted to explore the correlation between children’s language abilities and peer interactions. 64, five-year-old participants were recruited from public kindergartens and nursery schools at Taipei County, half were “New Taiwanese children” and half Taiwanese children. Family social economic status, school experiences and living regions of two groups of participants were comparable. “Language Disorders Scale for Preschoolers-Revised” (Lin et. al. 2008) and “Peer Interactive Play Rating Scales” (Lin& Lin, 2006) were used to measure participants’ language abilities and peer interactions, respectively. Quantitative methods were adopted to answer research questions. The results are as follow: 1.With regard to language abilities, when family social economic status was controlled, there was no significant difference between two groups of children. 2.In light of peer interactions, when family social economic status was controlled and the effects of language abilities were excluded, there was nodifference between two groups of children. 3.As for the correlation between language abilities and peer interactions, only language comprehension abilities and disconnecting behaviors in play were significantly correlated. According to the findings, the implications for public policies and teacher education were discussed.
|Appears in Collections:||學位論文|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.