媽媽，我「也」要去上學：一位有哥哥的兩歲兒幼兒園適應之研究

Mom, I Want to go to School, too: A Study from Ecological Systems Theory of a Two-year-old Child with an Elder Brother Transition to Preschool

萊素珠(Su-Chu Lai)；廖鳳瑞(Fong-Ruey Liaw)

幼兒園適應 ； 居間系統 ； Preschool Adjustment ； Mesosystem

臺中教育大學學報：教育類

29卷1期（2015 / 06 / 01）

37 - 58

繁體中文

本研究以質性研究法，從生態系統理論了解一位家有哥哥的兩歲兒從家庭進入幼兒園的經驗歷程。透過觀察、訪談蒐集資料，同時也蒐集相關文件，並以主題分析法萃取兩歲兒進入幼兒園事件中不同系統的主題。結果發現，哥哥角色呼應居間系統支持性連結對兩歲兒適應有助益的假設，且兩歲兒個人特質以及生活中的變動都是適應的影響因子，而幼兒園微系統中老師與同儕的協助也是適應的關鍵力量。

The purpose of this research was to understand a two-year-old child with an elder brother to attend preschool from the perspectives of the ecological systems theory. This was a qualitative research conducted by a case study. Observations, interviews, and reviews of relevant documents were used for the data collection, and the thematic analysis was used for the data analysis. The conclusions of this study were divided into four themes which were (1) the elder brother as a supportive link, (2) two-year-old child's passive characteristic, and (3)the change of life not good to adjustment, (4) assistances from teacher and peer as the key elements of adjustment.

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