The objectives of this study were to examine (i) behavioral differences in popularand unpopular children; (ii) the ability of kindergarten teachers to identify children with peer interaction difficulties; and (iii) strategies teachers use to guide appropriate social behaviour in the kindergarten classroom. Forty-eight 4-5 year-olds completed sociometric interview. Eight children including two Popular, two Rejected, two Average and two Controversial were observed during free play. Popular children had good social skills; they were able to initiate and maintain peer contact, communicated clearly and were co-operative. On the other hand, Rejected children were more physically and verbally aggressive with peers and showed low levels of co-operative behaviour. Teachers had some difficulties to identify the social status of children in their class, suggesting that they placed more emphasis on academic development than social development. They did not typically interact with children during free play. However, they occasionally tried to enhance the cognitive complexity of children's play. The implication of these findings for teacher-training are discussed.
本文旨在探究i)幼稚園內受歡迎與被拒絕的兒童之行為差異; ii)幼稚園老師對於辨別兒童與兒童之間難於彼此互動的能力; 及iii)老師在課室引導兒童適當社交行為的策略。 48 位四至五歲的兒童獲邀完成了面談, 而其中8 位兒童被選為觀察對象: 包括了2 位受歡迎的兒童、2 位被拒絕的兒童、 2 位表現平均的兒童和2 位表現較爭議性的兒童。受歡迎的兒童有良好的社交技巧, 他/她們能展開和維持與同伴的接觸、具清楚的溝通能力和表現合作的行為。相反地, 被拒絕的兒童愛用言語和身體攻擊同伴,並有不合作的行為表現。教師對於辨別兒童在課室內之社會地位表示有些困難, 因教師們較著重兒童學術發展多於社交發展。兒童在自由活動的時段內, 教師沒有與兒童互動,但她們也偶然地嘗試提升兒童遊戲的複雜認知能力。有關教師培訓會從結果中顯示出來。
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