- 研究生：鄭而庭
- 論文名稱：「幼」見性別：幼兒園混齡班級於自由探索時間的師生與同儕互動
- 指導教授：陳韻如
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關鍵字：幼兒、性別、同儕互動、混齡班級、領導、遊戲
- 論文中文摘要
透過一學期在幼兒園混齡班級的非參與式觀察，研究者在「學習區」、「戶外遊戲場」兩種自由探索遊戲場域分析不同性別領袖的互動差異，並且依照場域特性進行比較。研究發現：（一）幼兒間的同儕互動呈現性別差異：在遊戲內容方面，女孩傾向多元且變化性高的遊戲、男孩傾向單一且重複性高的追逐及笑鬧遊戲；集結友伴及遊戲進行方面，女孩尋求並引領固定友伴合作、男孩雖在意固定友伴但來者不拒；在領導他人方面，女孩倚靠大量口語指令以便他人配合跟從、男孩透過大量肢體動作引領他人觀察模仿。班級中的幼兒展現不同的表現與反饋：同齡固定友伴受到的影響及配合度最高，其次為同性中小班幼兒，第三為異性中小班幼兒，最後是非固定友伴的大班幼兒；有了領袖的帶領，中小班幼兒的遊戲更具刺激性及趣味性。（二）不同性質的自由探索時間，性別有不同的領導效應：男孩們的溝通合作在戶外遊戲場更加顯著、女孩在戶外遊戲場降低發號施令的頻率；因應領袖在遊戲場更能夠挑選固定友伴，中小班幼兒在此場域則較常與同齡、同性別的幼兒一同遊戲；因應場域不同的遊戲特色及能力要求，不同性別的領袖主導性具備明顯差異。最後，研究者發現幼兒間的性別互動差異對不同性別及年齡層的同儕呈現截然不同的反饋及配合程度，並且在不同學習場域展現相異之處，提供教育工作者參考及反思。
- 論文英文摘要
Going through the rise of open education and the discussion of gender equality education, preschools are regarded as the first learning field of children. The trend of mixed-age class and the promotion of exploratory play become the main features of Taiwan’s early childhood education, which also makes the peer’s influence no less than the teacher’s. However, previous research papers focused more on the impacts which are caused by implementation of gender equality education and teacher’s consciousness of gender equality. Those papers rarely focused on the difference between gender and age in exploratory plays and the effect of peer interaction in a mixed-age preschool class. Due to the reasons mentioned above, this research was born.
By taking a non-participant observation in a mixed-age preschool class about one semester, the researcher analyzed the interaction differences and the impact of ages from the different gender preschool leaders in indoor make-believe plays and outdoor plays, and compared the features between those two types of play. The result of the study shows that: 1. The peer interaction makes difference in gender from the children’s plays. Girls tend to having multiple, variable playing experiences, whereas boys are more into similar plays like chasing games or rough-and-tumble plays. On the friend-zone making side, girls are used to looking for their best friends in class, boys have the same behavior but they are more acceptable of other peers in class. In their leadership difference, girls have a tendency to make others follow their plans by oral instructions, while boys have a tendency to make others observe and imitate them by numerous physical actions. Due to the gender difference from children’s plays, the peers of different ages would indicate different actions and responses. The same-aged best friends of preschool leaders got influenced the most. The same-gender younger peers got the second, and then the opposite-gender younger peers. The least influenced are other same-aged peers. The thrilling and fun level of exploratory plays also depends on whether the preschool leaders join or not. 2. The different features of indoor make-believe plays and outdoor plays cause the different effects on children of different genders, ages. Boys attempt to communicate and collaborate with others in outdoor plays, but girls decrease their oral instructions in outdoor plays. Since the leaders tend to pick their same-aged best friends in outdoor plays, the younger children usually play games with same-aged, same-gender friends. The difference features and the required skills of indoor make-believe plays and outdoor plays affect the leadership of different-gender leaders.
