越南新住民母親引導幼兒參與家庭日常活動之研究

Abstract

本研究從B. Rogoff的「引導式參與」(guided participation) 理論探究臺灣社會脈絡下，越南籍新住民母親如何引導幼兒參與家庭日常活動。研究者深入兩個家庭實地參與觀察，主要觀察的活動包含：寫作業、親子共讀、遊戲（桌遊、玩具）、用餐、美勞創作、生活自理、做家事。在觀察過程中，主要觀察對象為母親及孩子，如有其他家人加入對話及互動，也一併觀察。並透過觀察紀錄的方式分析，以瞭解越南母親如何引導幼兒參與日常活動、其子女回應的情況、此親子互動所反映的文化意涵。本研究結果發現兩位母親的引導模式之共通點包含：給予指令式引導、給予步驟式引導、相互討論式引導、反覆叮嚀式引導。而子女的回應為相應不理、淡然忽略、照章行事、表達自我。然而，兩位母親也有不同引導之處：命令引導/鼓勵引導；直接教導作法／凡事小心提醒。 研究發現越南新住民母親的原生家庭背景、成長環境以及嫁來臺灣後的忙碌生活型態，影響著她們引導孩子參與家庭日常活動的作法與信念。本研究也顯示兩位離鄉背井的越南籍母親在跨文化調適的心路歷程與思鄉情緒中，為讓孩子在臺灣社會能「跟得上大家」、「跟大家一樣」，願意捨棄母語學習以適應主流文化的犧牲作法，但在日常生活中卻不斷透過飲食、越南照片、帶孩子返鄉來維繫越南文化傳承。這些研究發現除了反映新住民母親的成長經驗、家庭脈絡以及夫家生活等都影響與孩子的互動、文化傳承與對孩子的期待，也提供臺灣社會再思多元文化蓬勃發展的今日，仍存在新住民家庭中雙文化傳承、文化認同之議題。This study is based on the theory of guided participation (Rogoff, 1990), the present study investigated how, in Taiwan, Vietnamese immigrant mothers guided young children to participate in daily activities. The participants in this study were two immigrant mothers, their children and family members recruited in Taoyuan. The method to carry out this study was using participant observations and informal interviews to understand the ways immigrant mothers guided children in daily activities, and how children respond to the guidance. Within six months, 46 participant observations were conducted and each session lasted about one hour. Informal interviews were occurred while certain situations needed to be clarified. The primary activities observed included the following: doing homework, shared storybook reading, play, having meals, art activities, and family routines. The primary data comprises of observation notes, photos of homework and artworks, memos and documents from schools, and researchers’ reflection notes. Qualitative methods were applied to organize and analyze the data. The primary results were as follows: (1) The similarities between two mothers’ guidance were concluded. They gave direct instructions to their children, gave specific orders and steps to finish tasks, mutual discussion guidance, and gave repeat reminders. When children failed to follow guidance and did not accomplish tasks, the mothers stepped in and finish the tasks for children. (2) Patterns of children’s reactions to their mothers’ guidance included: Ignoring mothers’ guidance and requests, being able to carry out routines, expressing independent thoughts. To adapt to Taiwanese culture of conformity and “catching up with peers,” these mothers were willing to sacrifice chances for children to learn Vietnamese. Yet they provided food and photos of Vietnam and brought children back to Vietnamese to connect with their heritages. Taiwanese and Vietnamese cultural values were simultaneously observed in mother-child interactions.