研究生: |
許孟勤 |
---|---|
論文名稱: |
幼教機構品質與幼兒對學校態度之相關研究 The Relations between Early Childhood Quality and Young Children’s Attitudes toward School |
指導教授: | 廖鳳瑞 |
學位類別: |
碩士 Master |
系所名稱: |
人類發展與家庭學系 Department of Human Development and Family Studies |
論文出版年: | 2005 |
畢業學年度: | 93 |
語文別: | 中文 |
論文頁數: | 121 |
中文關鍵詞: | 幼教機構品質 、幼兒對學校的態度 、管教方式 、ECERS-R |
論文種類: | 學術論文 |
相關次數: | 點閱:202 下載:77 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究目的在瞭解大班幼兒對學校的態度,及幼教機構品質、幼兒性別、家庭社經地位、父母管教方式與幼兒對學校態度之相關。本研究隨機選取台北市9班私立立案幼稚園大班、113名幼稚園大班為研究對象,以半結構訪談、觀察法和問卷法進行。研究工具包括Harms、Clifford和Cryer(1998)編訂的「幼兒園環境量表修訂版」(Early Childhood Environment Rating Scale Revised Edition,簡稱ECERS-R)、「幼兒對學校態度量表」及「父母管教方式問卷」。
本研究主要發現如下:
一、 幼兒普遍對學校持正向的態度。
二、 幼兒對「自主性活動」與「人際互動」的態度最為正向;幼兒對「學業性活動」和「團體活動」的態度差異性較大。
三、 高品質幼教機構的幼兒對「學業性活動」和「人際互動」的態度顯著優於低品質幼教機構的幼兒;高品質幼教機構的幼兒對「例行性活動」與對「學校整體」的態度顯著優於中、低品質幼教機構的幼兒。
四、 父母採「寬鬆放任」管教方式的幼兒對「學業性活動」、「團體活動」的態度優於父母採「專制權威」管教方式的幼兒。
五、 幼兒性別與幼教機構品質對幼兒「自主性活動」態度有交互影響作用。在中品質的幼教機構中,女生對自主性活動的態度顯著優於男生;而男生在高品質幼教機構中對自主性活動的態度顯著優於中品質和低品質的幼兒。
本研究針對上述發現加以討論,並提出未來研究建議。
The purpose of this research was to investigate kindergarten children’s attitudes toward school and relationship between early childhood quality, children’s sex, family SES, and maternal parenting styles. The research selected 9 classes at random from registered kindergartens in Taipei and included 113 kindergartners. The methodology used in the study composes of questionnaire, semi-structured interview, and observation. The instrument of this study included ECERS-R(Harms, Clifford, & Cryer’s Early Childhood Environment Rating Scale Revised Edition),”Children’s Attitudes toward School Scale ”and ”Maternal Parenting styles questionnaire”.
The major results can be drawn as follow:
1. Overall, children had positive attitudes toward school.
2. Children tend to have positive attitudes toward autonomous activities and personal interaction, and they vary in their attitudes toward academic activities and group activities.
3. Children in high quality programs had more positive attitudes toward academic activities and personal interaction than children in low quality programs.
4. Children in high quality programs that had more positive attitudes toward routine tasks and school than in middle and low quality programs.
5. Children of indulgent parenting had more positive attitudes toward academic activities and group activities than under authoritarian parenting styles.
6. There was a child sex by programs quality significant interactive effect on children’s attitudes toward autonomous activities. Girls in the middle quality programs had more positives attitudes toward s autonomous activities than boys; boys in high quality programs had more positives attitudes autonomous activities than in middle and low programs.
Findings listed above were discussed, and several suggestions were proposed for researchers.
壹、中文部分
王保進(2004)。視窗版SPSS與行為科學研究。台北:心理。
王鍾和(1993)。家庭結構、父母管教方式與子女行為表現。國立政治大學教育研究所博士論文、未出版,台北市。
白育綺(2004)。幼兒園品質指標建構之研究。國立政治大學幼兒教育研究所碩士論文,未出版,台北市。
台北市政府教育局(2004)。台北市九十三年度幼稚園評鑑手冊。
金瑞芝(2000)。幼兒之學校經驗認知—不同幼稚園課程取向之比較。行政院國家科學委員會專題研究成果報告(編號:NSC 89-2413-H-133-007)。
金瑞芝(2004)。幼兒對學校活動的看法。台北市立師範學院學報,35(2),101-118。
李芸蕙(1995)。開放式幼兒教育執行程度之研究。國立台灣師範大學家政教育學系碩士論文,未出版,台北市。
李昭瑩(2004)。主題課程下幼兒經驗課程之個案研究。國立台灣師範大學人類發展與家庭學系碩士論文,未出版,台北市。
林生傳(1985)。國中學生學習態度之相關因素及其與學校教育態度、學業成就的關係。教育學刊,6,41-92。
林清財(1985)。國中學生對學校態度之調查分析。輔導月刊,22(5),31-36。
吳正恒(1992)。態度形成方式對其結構的測量:情感、認知及其測量。中華心理學刊,34,41-55。
吳承珊(2000)。母親與教師的管教方式對幼兒社會行為影響研究。國立台灣師範大學家政教育研究所碩士論文,未出版,台北市。
吳齊殷譯(1999)。量表的發展:理論與應用。國立編譯館。
胡斐斐(1986)。家庭穩定性、母親教育程度、及子女性別對母親教養態度與兒童生活適應影響之比較研究。私立中國文化大學家政研究所碩士論文,未出版,台北市。
徐慕蓮(1987)。個人及家庭因素影響國小新生學校生活適應之研究。國立台灣師範大學家政教育研究所碩士論文,未出版,台北市。
徐聯恩、白育綺(2003)。幼兒園品質概念之變遷。童年沃野的變遷與創化學術研討會。
徐聯恩、劉蓁(2004)。幼兒園品質衡量:從內部導向到外部導向。教育評鑑回顧與展望學術研討會。
黃安邦譯(1992)。社會心理學。台北:五南。
黃玉臻(1997)。國小學童A型行為、父母管教方式與生活適應相關之研究。國立高雄師範大學教育研究所碩士論文,未出版,高雄市。
黃淑芬(2002)。幼兒對身體教學活動知覺的研究。國立台灣師範大學體育研究所碩士論文,未出版,台北市。
黃迺毓(1988)。家庭教育。台北:五南。
張春興(1983)。心理學。台北:東華書局。
張善楠、黃毅志(1999)。台灣原漢族別、社區與家庭對學童教育的影響。收錄於洪泉湖、吳學燕主編:台灣原住民教育,149-178。台北:師大書苑。
郭生玉(1990)。心理與教育測驗。台北:精華。
郭玲礽(1998)。情感、認知訊息及直接經驗對兒童態度之影響。國立中正大學心理研究所碩士論文,未出版,嘉義縣。
郭聰貴(1976)。國小學生對學校態度之調查研究。國立台灣師範大學教育學系碩士論文,未出版,台北市。
許崇憲(2003)。家庭與學校變項對學生學業成就動機的影響—一個後設分析。國立政治大學教育研究所博士論文、未出版,台北市。
楊國樞(1986)。家庭因素與子女行為:台灣研究的評析。中華心理學刊,28(1),7-28。
賴鑫城(1992)。國中學生自我概念、學業成就、師生關係對學校態度之研究。國立高雄師範大學教育學系碩士論文,未出版,高雄市。
廖鳳瑞(1998)。幼教園所的開放式教育理念與執行研究。國家科學委員會研究彙刊:人文及社會科學,8(4),576-595。
廖鳳瑞、李昭瑩(2004)。當孩子與老師運作的課程相遇—幼兒經驗課程的個案研究。師大學報:教育類,49(2),89-112。
鄭青青(2001)。幼兒經驗課程評鑑。弘光學報,38,65-75。
鄭青青(2002)。幼兒經驗課程之個案研究。國立台灣師範大學家政教育學系博士論文,未出版,台北市。
簡茂發(1978)。父母教養態度與小學兒童生活適應之關係。教育心理學報,11,63-66。
簡楚瑛(2004)。從教育/幼教品質之定義看其對幼稚園評鑑制度之啟示。行政院國家科學委員會專題研究成果報告(編號:NSC 92-2413-H-004-006)。
魏淑君(1999)。幼教師適性教學量表運用於幼教師知能改善之初探。1999行動研究國際學術研討會。
貳、英文部分
Abbott-shin, M., Sibley, M., & Neel, D. (1993). Development and validation of the assessment profile:Research version. ED356063.
Armstrong, J. & Sugawara, A. (1989). Children’s perceptions of their day care experiences. Early Child Development and Care, 49, 1-15.
Baker, J. A. (1999). Teacher-student interaction in urban at-risk classrooms:Differential behavior, relationship quality, and student satisfaction with school. The Elementary School Journal, 100(1), 57-70.
Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance:A multilevel analysis. American Educational Research Journal, 32 (3), 627-658.
Bradbard, M. R. & Endsley, R. C. (1982). Predictive Value of the Parent Guide to Quality Day Care Centers: Study II. Perceptual and motor skills, 55 (1), 243-246.
Bredekamp, S. (1989). Developmentally appropriate practice in programs serving childhood from birth through age eight. Washington, DC:National Association for the Education of Young Children,
Bretherton, I., Prentiss, C., & Ridgeway, D. (1990). Family relationships as represented in a story-completion task a thirty-seven and fifty-four months of age.In E. Bretherton & M.Wilson (Eds.) New directions for child development.Children’s perspectives on the family, 48(85-105). San Francisco:Jossey-Bass.
Briggs, F. & Nichols, S. (2001). Pleasing yourself and working for the teacher:children’s perceptions of school. Early child development and care, 170, 13-30.
Burchinal, M. R., Peisner-Feinberg, E., Bryant, D. M., & Clifford, R. M. (2000). Children’s social and cognitive development and child-care quality:Testing for differential associations related to poverty, Gender, or ethnicity. Applied Developmental Science, 4 (3), 149-165.
Burchinal, M. R., Cryer, D., & Clifford, R. M. (2002). Caregiver training and classroom quality in child care centers. Applied Developmental Science, 6 (1), 2-11.
Burts, D. C., Hart, C. H., Charlesworth, R., Fleege, P. O., Mosley, J. & Thomasson, R. H. (1992). Observed activities and stress behaviors of children in developmentally appropriate and inappropriate kindergarten classrooms. Early Childhood Research Quarterly, 7, 297-318.
Campbell, F. & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement:A follow-up study of children from low-income families. Child Development, 65, 684-698.
Ceglowski, D. & Bacigalupa, C. (2002). Four perspectives on child care quality. Early Childhood Education Journal, 30(2), 87-92.
Ceglowski, D. (2004). How stake holder groups define quality in child care quality. Early Childhood Education Journal, 32(2), 101-111.
Clarke-Stewart, K. A. (1984). Day care:A new context for research and development. In M. Perlmutter (Ed.) The Minnesota Symposium on Child Psychology, 1(17), 61-100.Hillsale, NJ: Erlbaum.
Connolly, P. (1997). In search of authenticity:Researching young children’s perspectives. In A. Pollard, D. Thiessen & A. Filer (Ed.) Children and their curriculum:The perspectives of primary and elementary school children. London,UK:Famer.
Cryer, D. & Burchinal, M. (1997). Parents as child care consumers. Early Childhood Research Quarterly, 12, 35-58.
Cryer, D. (1999). Defining and assessing early childhood programs quality. In S. Helburn (Ed.) The silent crisis in U.S. child care [ Special issue].The Annals of American Academy of Political and Social Science, 563, 39-55.
Cryer, D., Tietze, W., Burchinal, M., Leal, T., & Palacios, J. (1999). Predicting process quality from structural quality in preschool programs:A cross-country comparison. Early Childhood Research Quarterly, 14(3), 339-361.
Daniel, D. H., Kalkman, D., & McCombs, B. (2001). Young children’s perceptions on learning and teacher practices in different classroom contexts:Implications for motivation.Early Education and Development, 12(2), 253-273.
Daniel, D. H. (2003). ”Learned-Centered” according to children. Theory into practice, 42(2), 102-109.
Durpree, E., Bertram, T., & Pascal, C. (2001). Listening to children’s perspectives of their early childhood settings. ED457963.
Emlen, A. (1999). From a parent’s point of view:Measuring the quality of child care, Portland State University, Portland OR.
Farquhar, S.E. (1989). Defining and assessing quality in early childhood centre. ED329343.
Farquhar, S.E. (1991). Quality is in the eye of the beholder:The nature of early childhood centre quality.. Dunedin:University of Otago.
Fink, A. & Kosecoff, J. (1977). Girls’ and boys’ changing attitudes toward school. Psychology of Women Quarterly, 2(1), 44.
Ghazvini, A. & Mulls, R. L. (2002). Center-based care for young children:Examining predictors of quality. The Journal of Genetic Psychology, 163(1), 112-125.
Harms, T. & Clifford, R. M. (1980). Early Childhood Environment Rating Scale. New York:Teachers College Press.
Harms, T., Clifford, R. M., & Cryer, D. (1998). Early Childhood Environment Rating Scale Revised Edition. New York:Teachers College Press.
Hauser, R. M., Tsai, Shu-Ling, & Sewell, W. H. (1983). A model of stratification with responee error in social and psychological variables. Sociology of Education, 56, 20-46.
Hofferth, S., Brayfield, A., Deich, S., & Holcomb, P. (1991). National Child Care Survey, 1990, The Urban Institute Press, Washington, DC.
Hollingshed, A. B. & Redlich, F. C. (1958). Social Class and Mental Illness: A community Study. New York: John Wiley & Sons.
Howard, J. (2002). Eliciting young children’s perceptions of play, work and learning using the activity apperception story procedure. Early Child Development and Care, 172, 489-502.
Howes, C., Whitebook, M., & Phillips, D. (1992). Teacher characteristics and effective teaching in child care:Findings from the National Child Care Staffing Study. Child and Youth Care Forum, 21, 399-414.
Howes, C. & Smith, E. W. (1995). Relations among child care quality, teacher behavior, children’s play activities, emotional security, and cognitive activity in child care. Early Children Research Quarterly, 10, 381-404.
Howes, C. (1997). Children’s experience in center-based child care as a function of teacher background and adult-child ratio. Merrill-Palmer Quarterly, 4(3), 404-425.
Huntley, J. (2001). The development of a model of process-oriented quality in early childhood services with a preschool component. Early Child Development and Care, 171, 47-63.
Hyson, M. C., Van-Trieste, K. L., & Rauch, V. (1989). NAEYC’s developmentally appropriate practice guidelines:Current research. Paper presented at the preconference sessions of the meeting of the National Association for Education of Young Children, Atlanta, GA.
Imad, Sa’di. (2000). An attitudes to school scale for primary school children.Research in Education, 66, 65-75.
Julie, D. & Ivy, B. (1994). The reliability and Validity of the ‘Smiley’ scale. British Educational Research Journal, 20(4), 447-455.
Julie, D. & Ivy, B. (2001). The closing gap in attitudes between boys and girls: a 5-year longitudinal study.
Katz, L. G.(廖鳳瑞譯,2002)。與幼教大師對談。台北:信誼。
Katz, L. G. (1994). Multiple perspectives on the quality of programs for young children. ED428868.
Klein, E. L., Kantor, R., & Fernie, D. E. (1989). What do young children know about school. Young children, 7, 32-39.
Lamb, M. E. (1998). Nonparental child care:Context, quality, correlates, and consequences. In W. Damon(Series Ed.), I. E. Sigel & K.A. Renniger(Vo1.Eds.), Child psychology in practice, Handbook of child psychology (5th ed., pp73-134).New York:Wiley.
Layzer, J., Goodson, B., & Moss, M. (1993). Observational study of early childhood programs:Life in preschool(Final Report,Vol.1).Cambridge,
MA:Abt.
Marjoribanks, K. (1992). The predictive validity of an attitudes-to-school scale in relation to children’s academic achievement.Educational and psychological measurement, 52, 945-949.
Mortimore, P., Sammons, P., Stoll, L. Lewins, D., & Ecob, R. (1988). School matters. University of California Press.
Moss, P. (1994). Defining quality:Values, stakeholders and processes. In P. Moss & A. Pence(Ed) Valuing quality in early children services:New approaches to defining quality. Paul Chapman Publishing Ltd:London.
Nadel, M. V. (1998). Child care:Use of standards to ensure high quality care. ED423071.
Nancy, W. (1989). Development relationships between student’s attitudes toward reading and reading achievement in grand 1 through 8. ED329905.
National Association for the Education of Young Children (NAEYC) (1998). Accreditation Criteria & Procedures of the National Association for the Education of Young Children. ED438935.
Peisner-Feinberg, E. S., Burchinal, M. R., Clifford R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of preschool child-care quality to children’s cognitive and social development trajectories through second grade. Child Development, 72(5), 1534-1553.
Phillips, D. A. & Howes, C. (1987). Indicators of Quality in Child Care:Review of Research. Quality in Child Care:What does research tell us?NAEYC press。
Phillipesn, L. C., Burchinal, M. R., Howes, C., & Cryer, D. (1997). The prediction of process quality from structural features of child care. Early Childhood Research Quarterly, 12, 281-303。
Pianta, R. C., Cox, M. J., Taylor, L., & Early, D. (1999). Transition practices. ED431554.
Pianta, R. C., La Paro, K. M., Payne C., Cox M.J., & Bradley R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal, 102(3), 223-238.
Pollard, A., Croll, P., & Osborn, M. (1994). Changing English primary schools: the impact of the education reform act at key stage one. New York:Cassell Educational Ltd.
Pollard, A., Thiessen, D., & Filer, A. (1997). Introduction:New challenges in taking children’s curricular perspectives seriously. In A. Pollard, D. Thiessen, & A. Filer(Ed.) Children and their curriculum:The perspectives of primary and elementary school children. London,UK:Famer.
Ramey, S. L., Lanzi, R. G., Philips, M. M., & Ramey, C. T. (1998). Perspectives of former Head Start children and their parents on school and the transition to school. The Elementary School Journal, 98(4), 311-327.
Raspa, M. J., McWilliam, R. A., & Ridley, S. M. (2001). Child care quality and children’s engagement. Early Education and Development, 12(2), 209-223.
Rosenthal, R. & Vandell, D. L. (1996). Quality of care at school-aged child-care programs:Regulatable features, observed experiences, children perspectives, and parent perspectives. Child Development, 67, 2434-2445.
Sakai, L. M., Whitebook, M., Wishard, A., & Howes, C. (2003). Evaluating the early childhood environment rating scale(ECERS):Assessing differences between the first and revised edition. Early Childhood Research Quarterly, 18, 401-426.
Sander, S. & Graham, G. (1995). Kindergarten children’s initial experiences in physical education:The relentless persistence for play clashes with the zone of acceptable responses. Journal of Teaching in Physical Education, 14(2), 372-383.
Sewell, W. H., & Hauser, R. M. (1980). The Wisconsin longitudinal study of social and psychological fators in aspirations and acievement. Research in Sociology of Education and Socialization, 1, 59-99.
Solmon, M. A. & Carter, J. O. (1995). Kindergarten and first-grade student’s perceptions of physical education in one teacher’s class. The Elementary School Journa, 95(4), 354-365
Stephen, C. (2003). What makes all-day provision satisfactory for three and four year olds?Early Child Development and Care, 173(6), 577-588.
Stipek, D. & Daniels, D. (1988). Declining perceptions of competence:A consequence of changes in the child or in the educational environment? Journal of Educational Psychology, 80, 352-356.
Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66, 209-223.
Stipek, D. & Byler, P. (2004). The early childhood classroom observation measure. Early Childhood Research Quarterly, 19, 375-397.
Strickland, G. (1970). Development of a school attitude questionnaire for young children. ED051260.
Textor, M. R. (1998). International perspectives on quality child care. Early Childhood Education Journal, 25(3), 167-171.
Tietze, W., Cryer, D., Bairrao, J., Palacios, J., & Wetzel, G. (1996). Comparisons of observed process quality in early child care and education in five countries. Early Childhood Research Quarterly, 11(4), 447-475.
Tizard, B., Blatchford, P., Burke, J., Farquhar, C., & Plewis, I (1988). Young children at school in the inner city. Londom:Lawrenece Erlbaum Associates.
Valeski, T. N. & Stipek, D. (2001). Young children’s feelings about school. Child Development, 72(4), 1198-1213.
Vandell, D. L., Henderson, V. K., & Wilson, K.S. (1988). A longitudinal study of children with day-care experiences of varying quality. Child Development, 59, 1286-1292.
Vandell, D. L. & Wolfe (2002). Child care quality:Does it matter and does it need to be improved?ED441941.
West, A., Hailes, J., & Sammons, P. (1997). Children’s attitudes to the National Curriculum at Key Stage One. British Educational Research Journal, 23(5), 597-603.
Wiltz, N. W. (1997). Four-year-olds’ perceptions of their experiences in high and low quality child care. Unpublished doctoral dissertation, University of Maryland, College Park.
Wiltz, N. W. & Klein, E. L. (2001). ”What do you do in child care” Children’s perceptions of high and low quality classrooms. Early childhood Research Quarterly, 16, 209-236.
Wishard, A. G., Shivers, E. M., Howes, C., & Ritchie, S. (2003). Child care program and teacher practices:Associations with quality and children’s experiences. Early Childhood Research Quarterly, 18(1), 65-103.