Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/141779
|
| Title: | 幼「幼」銜接 -公立幼兒園兩歲專班銜接之研究
A Study on Transition from Two-Year-Old Class to Preschool |
| Authors: | 林書慧
Lin, Shu-Hui |
| Contributors: | 徐聯恩
Hsu, Lien-An
林書慧
Lin, Shu-Hui |
| Keywords: | 公立幼兒園
兩歲專班
幼幼銜接
混齡班
三歲幼兒自理能力
public preschool
Two-year-old class
Transition from two-year-old class to preschool
Mixed-age class
Three-year-old child`s self-care ability |
| Date: | 2022 |
| Issue Date: | 2022-09-02 15:34:43 (UTC+8) |
| Abstract: | 幼托整合後，公立幼兒園開辦兩歲專班，相關議題也漸受矚目。本研究聚焦於兩歲專班直升混齡班的銜接議題，經由訪談臺北市三間公立幼兒園教保員、幼教師及家長，探討兩歲專班銜接混齡班的現況、銜接前後幼兒的學習及適應問題、親師間看待二和三歲幼兒的教/學觀點差異，以及其對兩歲專班銜接的體認與期待，探討並歸納幼幼銜接過程的困境以及幼兒需求，剖析親、師、生在兩歲專班銜接規劃上扮演的角色。
研究發現如下:
一、公立幼兒園兩歲專班和混齡班隔閡大，班級和學年之間都缺乏例行性討論與共識。
二、公立幼兒園內部缺乏兩歲專班完整的銜接規劃與過程。
三、親師間缺乏事前溝通與協調，親師對教與學的期待有落差。
四、師生比影響教學和親師互動品質，三歲混齡班的幼兒人數宜下修。
五、三歲幼兒應建立五大生活自理能力，有待親師建立共識並共同努力。
六、幼兒個體適應性受家庭生活和個體差異影響。
根據研究結果，本研究提出對實務現場和後續研究之建議：
一、對教學現場之建議：
（一）公幼內部建立兩歲專班銜接制度，包括：規劃兩歲專班與混齡班教師的定期溝通、建立共識、訂定銜接計畫；(二)建立兩歲專班的例行性雙向親師溝通制度，舉辦期末直升座談會與暑假班；(三)親師共同建立三歲幼兒教學與發展目標，培養幼兒五大自理能力，增強幼兒進入混齡班後適應力。
二、對家長之建議：(一)良善的親師關係，有助於幼兒銜接順利，宜平時參與親師溝通；(二) 家庭生活影響幼兒個體適應性，宜平時與教師協力，共同促進幼兒的發展。
三、對教育機關之建議:(一)有限度的混齡教學；(二)增班需求與教學現場的平衡；(三)降低三歲混齡班師生比，並加強師培職訓課程。
四、對後續研究之建議：(一)探討混齡班上不同課程模式對幼幼銜接是否有影響？(二)探討中小混齡，在幼幼銜接上，是否優於大中小混齡？（三）探討三歲分齡編班，是否有利於幼幼銜接？（四）探討具有教保員、幼教師雙重資格之師資，是否有利於幼幼銜接？（五）以田野研究設計，深入探討幼幼銜接過程中的現象與問題。
Since the integration of kindergartens and nursery schools, the minimum age for admissions to public preschools has been revised down to two, and the number of two-year-old classes has considerably increased. The follow-up issues of two-year-old classes continue to simmer in public preschools. This study aims to explore the transition from two-year-old class to mixed-age class. It adopts the qualitative research method, in which the researcher interviewed preschool caregivers, teachers, and parents from three public preschools in Taipei City. Through the interviews, the researcher examines the current situations of bridging two-year-old classes into mixed-age classes, the problems of learning and adaption for children before and after direct entry to mixed-age classrooms, the differences in parent-teacher perspectives on two- and three-year-old children`s teaching and learning, as well as the recognition and ideals of transition from two-year-old to mixed-age classes. Furthermore, the researcher analyzes the roles of parents, teachers, and children in planning a bridge between two-year-old classes and mixed-age classes and concludes the practical difficulties in the transition and the children`s needs.
The results are as follows:
1. A big gap between two-year-old classes and mixed-age classes, and no routine discussions and consensus between classes in public preschools.
2. No comprehensive plans and process for the transition from two-year-old classes to preschool.
3. There is a gap between parents` and teachers` expectations in teaching and learning for children aged two and three.
4. The teacher-child ratio affects the quality of learning and interaction, and the number of children in a three-year-old mixed-age classes should be revised downward.
5. Three-year-old children should establish five major life self-care abilities, which need to be established by their parents and teachers and work together.
6. The individual adaptability of young children is affected by family life and individual differences.
Based on the results of the study, the suggestions for practical situations and follow-up studies are addressed as follows:
1. For learning environments: (1) Establish a bridge system for two-year-old classes to mixed-age classes, including: planning regular communication between teachers of two-year-old classes and mixed-age classes, building consensus, and formulating transition plans; (2) Establish a routine two-way parent-teacher communication system for two-year-old classes, and hold end-of-term seminars and summer vacation classes; (3) Parents and teachers jointly establish three-year-old children`s teaching and development goals, cultivate children`s five self-care abilities, and enhance children`s adaptability after entering mixed-age classes.
2. For parents: (1) A good parent-teacher relationship helps children to connect smoothly, so they should participate in parent-teacher communication; (2) Family life affects children’s individual adaptability, so it is advisable to work with teachers to promote children’s development.
3. For education authorities: (1) limited mixed-age teaching; (2) balance between the need and the teaching site; (3) reduce the teacher-student ratio in three-year-old mixed-age classes, and strengthen teacher empowerment courses
4. For follow-up research: (1) Discuss whether different curriculum models in mixed-age classes have an impact on the transition? (2) Discuss whether the mixed age of middle and small age is better than the mixed age of large, middle and small in terms of transition? (3) Discuss whether the three-year-old grouping of classes is conducive to the transition? (4) Discuss whether teachers with dual qualifications of education guards and preschool teachers are conducive to the transition? (5) Using field research design, to deeply explore the phenomenon and problems in the process of young children`s transition. |
| Reference: | 中文部分
王為國（2005）。幼小銜接實施之分析。教育研究月刊，130，92-99。
王為國（2016）。美國 SEL 教育方案對綜合活動學習領域之啟示。臺灣教育評論月刊，5（8），72-79。
王皚莉（2020）。雙北市公立幼兒園兩歲專班教保服務人員班級經營現況調查［未出版之碩士論文］。國立臺北市立大學。
吳雨軒 （2020）。小一新生學校適應與導師因應之策略。臺灣教育評論月刊， 9（11），111-117。
吳麗珍、黃惠滿、李浩銑(2014)。方便取樣和立意取樣之比較。護理雜誌，61(3)，105-111。
李思儀（2013）。日本幼小銜接研究［未出版之碩士論文］。國立臺北教育大學。
邱美鈺（2015）。資深教師應用適性發展教學理念於兩歲專班之教學調適歷程［未出版之碩士論文］。國立臺東大學。
孫良誠（2020）。對教育部補助幼兒園增設兩歲專班的省思。臺灣教育評論月刊，9（1），118-121。
張玟君（2012）。幼小教師及大班家長對幼小銜接準備度之觀點與作法［未出版之碩士論文］。國立屏東教育大學。
畢恆達（2010）。教授為什麼沒告訴我。臺北市：小畢空間。
教育部（2017）。幼兒園教保活動課程大綱。臺北市：教育部。
教育部（2015）。幼兒園教保活動課程手冊(下冊)。臺中市：教育部國民及學前教育署。
教育統計處（2018）。幼兒園概況。取自:http://stats.moe.gov.tw/files/analysis/100children.pdf
教育部（2021年1月27日）。《幼兒教育及照顧法》。取自https://reurl.cc/x95AKZ
國立教育廣播電台(2019)。2歲就學利多!政府托育補助延長 增加2歲幼兒入園。取自: https://reurl.cc/Gx8ONG
自由時報（2015）。照顧二至三歲娃 公托、公幼兩套標準。取自:https://news.ltn.com.tw/news/local/paper/885172
郭碧娟（2012）。南投縣國民小學幼小銜接適應問題相關之研究［未出版之碩士論文］。國立臺中教育大學。
陳玉婷（2012）。分離焦慮傾向兒童之母親參與親子遊戲治療經驗之探究［未出版之碩士論文］。國立高雄師範大學。
陳妍宇（2021）。運用兒歌提升兩歲專班幼兒生活自理能力之行動研究［未出版之碩士論文］。國立臺北教育大學，台北。
陳思伃（2017）。幼兒繪本對提升幼兒語言表達能力之研究—以一對不同氣質的雙胞胎為例［未出版之碩士論文］。嘉義大學幼兒教育學系，嘉義。
陳惠珍（2009）。國幼班幼小銜接指標建構之研究。2001教育行政與管理學術研究會論文集，107-126。
黃微、蘇育令（2021）。兩歲專班教保員生活教育中的信念與實踐。幼兒教育，332，46-61。
黃微（2020）。兩歲專班教保員生活教育中的信念與實踐［未出版之碩士論文］。臺北市立大學。
楊曉苓、段慧瑩、陳芃蓁（2007）。0-2歲嬰幼兒適性發展學習綱要及學習活動之研究。內政部兒童局委託研究報告。
臺北市政府衛生局（2020）。臺北市學前兒童發展檢核表。取自
https://health.gov.taipei/News_Content.aspx?n=890BB287E6A590F0&sms=FE
趙于萱（2018）。從小一新生學習適應來探討幼小銜接之重要性［未出版之碩士論文］。朝陽科技大學。
劉佳蕙(2009)。幼小銜接，台中市:多格納企業有限公司。
潘宣安(2018)。臺中市公立幼兒園幼小銜接困境與策略之研究［未出版之碩士論文］。東海大學。
蔡雅筑（2018）。家園夥伴關係與家長參與成效之研究［未出版之碩士論文］。國立政治大學，台北。
鍾乙豪（2018）。幼小銜接之行政規劃可行策略。臺灣教育評論月刊，7（3），94-97。
簡兆君（2019）。中國大陸學前教育之政策及其幼小銜接研究［未出版之碩士論文］。國立暨南國際大學，南投。
英文部分
Annika, R., Naska, G., Sören, S., Jelena, Z., & Ute K.(2021) Preschoolers’ Profiles of Self-regulation, Socialemotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary School
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood program serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.
Guy-Evans, O. (2020, Nov 09). Bronfenbrenner`s ecological systems theory. Simply Psychology. www.simplypsychology.org/Bronfenbrenner.html
Jang,Y. & Mangione,P.L. (1994). Transition program practices：Improving linkage between early childhood education and early elementary school.
Li, M., Nyland, B., Margetts, K., & Guan, Y. (2017). Early childhood educator perspectives on how infants and toddlers learn: Australia and China. International Journal of Child Care and Education Policy, 11 (1), 1-17.
Margetts, K. (2002). Transition to school-complexity and diversity. European Early Childhood Education Research Journal, 10(2), 103-114.
NAEYC (National Association for the Education of Young Children). 2020. Professional Standards and Competencies for Early Childhood Educators. Washington,DC: NAEYC.https://naeyc.org/resources/positionstatements/professional-standards-competencies
National Research Council.(2015).Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. Washington, DC: NationalAcademies Press.
Office of Head Start. (2015). Head Start early learning outcomes framework: Ages birth to 5. Office of Head Start, Administration for Children and Families, U.S. Department of Health and Human Services.
Paro, M. L. K., Pianta, C. R.,& Cox, J. M.（2000）.Teacher’s Reported Transition Practices for Children Transition into Kindergarten and First Grade. The Council for Exceptional Childrent,67（1）,7-20.
Puccioni, J., Froiland, J. M., & Moeyaert, M. (2020). Preschool teachers’ transition practices and parents’ perceptions as predictors of involvement and children’s school readiness. Children and Youth Services Review, 109, 104742.https://doi.org/10.1016/j.childyouth.2019.104742
Rimm-Kaufman, S.E., & Pianta, R.C. (2000). Teachers’ Judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15 (2), 147-166. http://doi.org/ 10.1016/S0885-2006(00)00049-1
Rosenkoetter, S., & Shotts, C. (1994). Bridging early services transition project—outreach. Final report (Descriptive No. H024D00019). McPherson: Associated Colleges of Central Kansas.
Sharon,R. & Cynthia,S. (2021). Bridging early services transition project. |
| Description: | 碩士
國立政治大學
幼兒教育研究所
107157002 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0107157002 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202201170 |
| Appears in Collections: | [Graduate Institute of Early Childhood Education] Theses
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 700201.pdf | | 4598Kb | Adobe PDF2 | 53 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
