好動型氣質幼兒自由遊戲衝突因應策略之研究

A Study on the Conflict Coping Strategies Adopted by Young Children with an Active Temperament during Free Play

10.6246/JHDFS.202212_(23).0001

羅恩綺(En-Chi Lo)

幼兒氣質 ； 自由遊戲 ； 衝突 ； 衝突因應策略 ； temperament of young children ； free play ； conflict coping strategy ； conflict

人類發展與家庭學報

23期（2022 / 12 / 01）

1 - 44

繁體中文;英文

幼兒最初的社會發展以自我為中心，透過同儕互動衝突，理解他人想法與自己不同，為達到自身目的或維繫友誼，必須運用策略進行談判和妥協。但不同氣質幼兒在衝突時，有不同的因應策略，而好動型氣質幼兒在自由遊戲時衝突較多。故針對此氣質幼兒在自由遊戲時發生衝突情境、原因及因應策略進行探究，希冀透過此研究能在幼兒教育與實務上，增進好動型氣質幼兒遊戲衝突之理解，並改善教師介入幼兒衝突之引導策略。本研究採立意取樣，以自由（化名）華德福幼兒園大班幼兒為樣本，使用王珮玲及台北師範學院編製之「幼兒氣質量表」篩選出好動型氣質幼兒小杰（男）、小希（女）為研究對象，於室內自由遊戲時間參與觀察並蒐集語料，為期五週，以兒童語言資料交換系統（Child Language Data Exchange System, CHILDES）進行轉譯與分析。研究發現：1.衝突情境的差異與幼兒社會化歷程有關，且衝突原因會依情境而有所不同。小杰衝突情境較多元，但以建構式遊戲情境衝突最多，小希則在人物扮演遊戲情境衝突最多，以照顧家庭的遊戲為主。2.好動型氣質幼兒自由遊戲衝突策略有性別差異。小杰最常用爭論性策略，小希最常用溝通性策略，合作與需求性策略女多於男。衝突因應策略有：合作性、需求性、爭論性、溝通性、第三人、消極表達、利誘哄騙以及口是心非等8種策略。3.好動氣質幼兒在自由遊戲發生衝突的性別比例同性高於異性，且與同樣氣質幼兒衝突比例較高。4.老師面對衝突時處理的態度和介入的方式，會影響幼兒第三人策略的使用。因此本研究之好動型氣質幼兒極少使用第三人策略。

Young children are self-centered during their initial social development. Through peer interaction and conflict, they understand that other people think differently from themselves such that they must employ strategies to conduct negotiations and reach compromises for achieving their aims or maintaining a friendship. However, young children with different temperaments would adopt disparate strategies to cope with conflicts, and young children with an active temperament experience more conflicts during free play. Therefore, this study set out to investigate the situations, causes, and coping strategies regarding conflicts arising among young children with an active temperament during free play. Through this study, we hope to contribute to early childhood education and practice by enhancing the understanding of conflicts among young children with an active temperament during play, and improving the guiding strategies employed by teachers during their intervention in conflicts among young children. This study adopted the purposive sampling method with children in the senior class of Free Waldorf Kindergarten (a pseudonym) taken as research samples. Two children with an active temperament, namely, Jie (boy) and Xi (girl), were selected as the research participants by using the Temperament Scale for Young Children developed by Wang Pei-ling and National Taipei Teachers College. Furthermore, the researcher participated in observation and collected speech data during indoor free-play time for five weeks and subsequently used the Child Language Data Exchange System (CHILDES) for coding and analysis. The findings of this study are as follows: 1. The differences in conflict situations are related to the socialization process in early childhood, and the causes of conflicts vary according to the situation. Jie experienced conflicts in a greater diversity of situations, but most frequently in the situation of constructive play, whereas Xi came into conflicts most often in the situation of role play, with family care play being in the majority. 2. Gender differences existed in the conflict strategies adopted by young children with an active temperament during free play. Jie often used the disputing strategy, whereas Xi most frequently employed the communication strategy, and cooperation and demand strategies were more often adopted by the girl than the boy. Eight conflict coping strategies were observed and they are as follows: cooperation, demand, disputing, communication, third person, negative solution, deception, and duplicity. 3. A higher proportion of conflicts among children with an active temperament during free play were found to occur between same-sex peers than between opposite-sex peers, and a higher proportion of conflicts were observed to involve children with the same temperament. 4. The attitude and intervention approach adopted by the teacher when dealing with conflict affected the use of the third-person strategy by young children. Therefore, young children with an active temperament rarely used the third-person strategy in this study.

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