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Title:	高社經家庭之幼兒對課外學習安排之觀點 Young children’s viewpoints on extracurricular learning: The case of high socioeconomic status families
Authors:	張庭禎 Chang, Ting-Chen
Contributors:	徐聯恩張庭禎 Chang, Ting-Chen
Keywords:	幼兒課外學習安排高社經地位家庭親子溝通協商照片引談法 Extracurricular learning arrangement High socioeconomic status families Parent-child communication and negotiation Photo elicitation
Date:	2023
Issue Date:	2023-03-09 18:58:17 (UTC+8)
Abstract:	基於過往的教師經驗，研究者得知高社經家庭幼兒每日都有緊湊的課外學習活動。多數文獻指出，這些課外學習係由家長安排，幼兒只能被動接受，但迄無探討幼兒感受與想法的相關研究。因此，本研究旨在探討高社經家庭幼兒對其課外學習活動之認知，以及其在與父母溝通這些學習安排時，是否理解並認同父母的意圖?其間的立場及角色轉換的歷程為何? 本研究以照片引談法蒐集資料。請五位幼兒(5、6 歲)於其課外學習時，拍攝活動相關之物與人;然後，藉由幼兒拍攝之照片進行訪談，引導其說明該等照片之意義，以揭露其感受與觀點。本研究的主要發現有三:(一)幼兒對課外學習的認知是，獲取知識及技能和轉化為未來助力。(二)父母透過理性溝通的方式與話語，幼兒能理解並認同父母要求幼兒積極參與課外學習的兩項意圖:(1)了解學習的重要性， (2)能獲取實質效益。(三)在課外學習安排的溝通角力中，幼兒先後扮演積極的訴求者、軟化的談判者，以及自我說服的參與者三種角色。由於幼兒的理解與認同，父母成為溝通角力中的勝利者儘管幼兒對於每日緊湊的課外學習安排偶有抱怨，但由於父母的理性話語與尊重的態度，以及幼兒對於成人意圖的理解與認同、對參與課外學習活動的喜愛，整體而言，幼兒是喜悅的。研究者認為，在理性說服及學習喜悅的情境下，高社經家庭為幼兒安排的日常生活，或能兼顧快樂童年與學業成就。後續研究可探究不同家庭社經地位與教養方式之幼兒樣本、比較幼兒與成人觀點與感受之差異、比較國小學童與學前幼兒對於課外學習安排之經驗與觀點，或進行回顧式研究，探討國小學童之學前課外學習經驗及其後續影響。 Based on previous teacher experiences, researchers have learned that children in high-socioeconomic families have intensive daily extracurricular learning activities. Most of the literature indicates that these extracurricular learning activities are arranged by parents, and children can only passively accept them. Therefore, the purpose of this study is to investigate the perceptions of children from high socioeconomic families about their extracurricular learning activities, and whether they understand and agree with their parents` intentions when communicating with them about these learning arrangements. What were the stances and role transitions during the process? This study collected data through photo elicitation. Five children(5,6 years old ) were asked to take pictures of objects and people related to their extracurricular learning activities. The main findings of this study are three: 1.Children`s perceptions of extracurricular learning are to acquire knowledge and skills and to transform them into future helpers. 2. Through rational communication and discourse, the children understood and agreed with their parents` intentions of asking them to actively participate in extracurricular learning: (1) to understand the importance of learning and (2) to obtain tangible benefits. 3. In the communication tug-of-war of extra- curricular learning arrangements, children played three roles: active aspirant, softened negotiator, and self-convincing participant. Due to children`s understanding and recognition, parents became the winners in the communication tug-of-war Although children occasionally complained about the tight daily schedule of extracurricular learning, they were generally happy due to their parents` rational discourse and respectful attitude, as well as their understanding and recognition of adult intentions and their enjoyment of participating in extracurricular learning activities. Researchers suggest that in a context of rational persuasion and joy of learning, high-socioeconomic families may be able to arrange their children`s daily lives in a way that is compatible with a happy childhood and academic achievement. Subsequent studies may explore samples of children with different family socioeconomic status and parenting styles, compare the differences between children`s and adults` perspectives and feelings, compare the experiences and perspectives of national elementary school children and preschool children on extracurricular learning arrangements, or conduct a retrospective study to investigate the preschool extracurricular learning experiences of national elementary school children and their subsequent effects.
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Description:	碩士國立政治大學幼兒教育研究所 108157013
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0108157013
Data Type:	thesis
Appears in Collections:	[Graduate Institute of Early Childhood Education] Theses

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