幼兒同儕文化的分享現象分析

Analysis on the Sharing Phenomena of Early Children Peer Culture

10.6603/JECE.2008.2.(1).5

曾火城(Huo-Cherng Tzeng)

幼兒 ； 同儕文化 ； 分享 ； 友誼關係 ； early children ； peer culture ； sharing ； friendship

幼教研究彙刊

2卷1期（2008 / 07 / 01）

107 - 121

繁體中文

本文主要以文獻分析方法探討幼兒同儕文化之分享現象，全文計分成六部分，包括：(1)前言；(2)幼兒經常共同參與同儕活動；(3)同儕遊戲的接近與回應；(4)幼兒友誼的特質與功能；(5)幼兒友誼關係的形成；(6)結語。 根據相關研究顯示，幼兒經常共同參與同儕活動，彼此分享互動過程的樂趣，幼兒也經常想要接近同儕的遊戲活動，其策略包括：無言的介入、改變遊戲情境、提出加入的訴求等。幼兒對於其他同儕的參與遊戲，可能接納，也可能會排拒，主要與家庭教育、同伴意願、分享經驗等因素有關。 另外，幼兒同儕的分享活動，是幼兒建立友誼關係的重要條件之一，而幼兒的友誼則有益於幼兒共同參與同儕活動。有關幼兒友誼關係的特質、功能及形成過程的一些現象，本文中均有所述及，這些現象的研究發現，有益於吾人了解幼兒的同儕文化、成長過程及其在教育上的應用。

This article takes the method of document analysis to discuss the sharing phenomena of early children peer culture. There are six sections in the article: (Ⅰ) preface, (Ⅱ) early children often participate in peer activities together, (Ⅲ) the approaches and response of peer game, (Ⅳ) the characters and functions of early children friendship, (Ⅴ) the formation of early children friendship,(Ⅵ) conclusion. Related research shows that early children often participate in peer activities together and share the happiness of interactive course; early children often want to approach peer game activities and their participation strategies include wordless participation, change game situation and ask for participation etc. Early children may accept or deny the participation request of other peers which is decided by the factors such as family education, partners' will and sharing experience etc. In addition, early children peer sharing activity is one of the important conditions for early children to establish friendship; whereas early children friendship is good for early children to participate in peer activities together. This article has discussed some phenomena such as the characters, functions and formation course of early children friendship. The research and discovery of these phenomena is helpful for us to understand early children peer culture, growing course as well as their application in education.

1. Berndt, T. J.,Ladd, G. W.(1989).Peer Relationships in Child Development.N.Y.:John Wiley & Sons.
2. Corsaro, W. A.(2003).Children's collective activities and peer culture in early literacy in American and Italian preshools.Sociology of Education,76,209-227.
3. Corsaro, W. A.(1992).Interpretive reproduction in children's peer cultures.Social Psychology Quarterly,55(2),160-177.
4. Corsaro, W. A.(1997).The Sociology of Childhood.California:Pine Forge Press.
5. Corsaro, W. A.(1988).Routines in the peer culture of American and Italian nursery school children.Sociology of Education,61,1-14.
6. Corsaro, W. A.(1994).Discussion, debate, and friendship processes: Peer discourse in U.S. and Italian nursery schools.Sociology of Education,67,1-26.
7. Kindermann, T. A.(1993).Natural peer groups as contexts for individual development: The case of children's motivation in school.Development Psychology,29(6),970-977.
8. Maynard, D. W.(1985).On the functions of social conflict among children.American Sociological Review,50,207-223.
9. Quigley, R.(2004).Positive peer groups: "Helping others" meets primary developmental needs.Reclaiming Children and Youth,13(3),134-137.
10. 王怡云(1995)。碩士論文(碩士論文)。國立台灣師範大學家政教育研究所。
11. 陳若男(1993)。碩士論文(碩士論文)。國立台灣師範大學家政教育研究所。
12. 游淑雲(2005)。碩士論文(碩士論文)。國立新竹教育大學幼兒教育學系。

1. (2009)。注意力缺陷過動症學童動作能力與社會行為和友誼品質相關性研究之初探。台東大學體育學報，11，12-29。