幼兒園組織玩興氣氛 、教師玩興和幼兒社會情緒能力的關聯探討
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2015
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本研究探討「幼兒園組織玩興氣氛」、「教師玩興」及「幼兒社會情緒能力」的現況及其背景差異，再進一步探討三者之間的關聯。以臺北市公立幼兒園為學校層次、園內中大班教師及四、五歲幼兒分別為班級教師層次及幼兒層次。採立意取樣方式抽取臺北市37所公立幼兒園，104位教師填寫幼兒園組織玩興氣氛和教師玩興量表，325位家長填答幼兒社會情緒能力量表。再以HLM6.02和SPSS21.0 for windows統計分析，結論歸納如下：
一、幼兒園組織玩興氣氛高。幼兒園成員多能相互合作、友好溝通，園內的氣氛健康友善。但幼兒園少有休閒旅遊的活動與福利。
二、教師玩興特質高。尤其是「樂在其中」特質，教師多能投入工作、追求自我滿足與實現。
三、幼兒在「快樂」、「不用傷害自己的方式表達情緒」、「安全依附」，「喜歡和熟悉的成人互動」等面向的社會情緒能力佳。
四、幼兒園行政區和成員數與組織玩興氣氛無顯著關聯（同質性高）。
五、教師的性別、年齡、現任職務及任教年資不同，不會影響教師的個人玩興。但師範（教育）大學學歷教師，其玩興高於一般大學；碩士以上學歷的教師也較一般大學學歷教師具玩興特質。
六、女生在「遵守規定」、「關心與友愛」和「負向行為抑制」的社會情緒能力較男生佳。父親社經地位高，其子女的負向行為抑制能力較好，負向情緒的表現也較少。
七、在高組織玩興氣氛中任教的幼兒園教師，其玩興特質高。
八、高玩興教師教導的幼兒「自制能力」較好。
九、在組織玩興氣氛較低的幼兒園內，幼兒的負向行為抑制較好。
The purposes of this study were to examine the relationships among preschool’s playfulness, teacher’s playfulness and the young children’s social and emotional competence. Besides, to compare the differences of background in the preschool’s playfulness, teacher’s playfulness and the young children’s social and emotional competence. There were 37 public preschools, 104 teachers and 325 parents in Taipei participated in this study. The teachers completed “The Preschool’s Playfulness Scales” and Teacher’s Playfulness Scales.” The parents filled out “the Age& Stages Questionnaires: Social-Emotional.” By using the HLM6.02 and SPSS21.0 for windows, the findings of this research showed as follows: First, preschool’s playfulness was high. However, there was few leisure activities and well-being for teachers. Second, teacher’s playfulness was high also, especially the character that teachers were committed with their work and pursuit self-fulfillment and realization. Third, young children's social and emotional competence was good, especially in "happy,don’t hurt themselves to express emotions, could express their needs and describe feelings with words, rich security attachment, and liked to interact with the familiar adult." Fourth, the total number of members and administrative area of the preschools were not associated with the preschool’s playfulness atmosphere. Fifth, teacher's sex, age, current position and teach seniority would not related to their personal playfulness. But the teachers with master's degrees and being graduated from normal university showed higher playfulness. Sixth, there were no difference in young children’s social emotional competence with different ages and mother’s socio-economic status. However, girl’s showed better social and emotional competence than boys. And father with high socio-economic status, their young children had better ability to control negative emotions and less to suppress negative emotions. Seventh, the higher the preschool’s playfulness was, the higher the teacher’s playfulness was. Eighth, the higher teacher’s playfulness was, the lower children's self-restraint was. It means teacher’s rich playfulness could be associated with young children's self-restraint. Ninth, young children's negative behavior suppression is better while they were in the lower playfulness atmosphere within the preschool. Owing to the more stringent internal rules, young children could have more opportunity to practice the ability of inhibition. Therefore, they wouldn’t go to show negative behaviors.
The purposes of this study were to examine the relationships among preschool’s playfulness, teacher’s playfulness and the young children’s social and emotional competence. Besides, to compare the differences of background in the preschool’s playfulness, teacher’s playfulness and the young children’s social and emotional competence. There were 37 public preschools, 104 teachers and 325 parents in Taipei participated in this study. The teachers completed “The Preschool’s Playfulness Scales” and Teacher’s Playfulness Scales.” The parents filled out “the Age& Stages Questionnaires: Social-Emotional.” By using the HLM6.02 and SPSS21.0 for windows, the findings of this research showed as follows: First, preschool’s playfulness was high. However, there was few leisure activities and well-being for teachers. Second, teacher’s playfulness was high also, especially the character that teachers were committed with their work and pursuit self-fulfillment and realization. Third, young children's social and emotional competence was good, especially in "happy,don’t hurt themselves to express emotions, could express their needs and describe feelings with words, rich security attachment, and liked to interact with the familiar adult." Fourth, the total number of members and administrative area of the preschools were not associated with the preschool’s playfulness atmosphere. Fifth, teacher's sex, age, current position and teach seniority would not related to their personal playfulness. But the teachers with master's degrees and being graduated from normal university showed higher playfulness. Sixth, there were no difference in young children’s social emotional competence with different ages and mother’s socio-economic status. However, girl’s showed better social and emotional competence than boys. And father with high socio-economic status, their young children had better ability to control negative emotions and less to suppress negative emotions. Seventh, the higher the preschool’s playfulness was, the higher the teacher’s playfulness was. Eighth, the higher teacher’s playfulness was, the lower children's self-restraint was. It means teacher’s rich playfulness could be associated with young children's self-restraint. Ninth, young children's negative behavior suppression is better while they were in the lower playfulness atmosphere within the preschool. Owing to the more stringent internal rules, young children could have more opportunity to practice the ability of inhibition. Therefore, they wouldn’t go to show negative behaviors.
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幼兒園組織玩興氣氛, 幼兒社會情緒能力, 教師玩興, children’s social and emotional competence, preschool’s playfulness, teacher’s playfulness