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| 参与早教与幼儿入园适应的相关研究——以北京市大兴区某幼儿园为例 中 文 摘 要 《3-6岁儿童学习与发展指南》中提出：要提高幼儿适应周围生活环境的能力。所以，幼儿园的保育教育的重点目标应当是提高幼儿适应在园生活的技能。研究发现，幼儿在园适应度很大程度上受到早期教育的的影响。研究者在现有的研究基础上，调查分析幼儿接受早教机构的教育与在园适应情况的关系，得出结论，为相应教育提供参考依据。 研究采用问卷调查法对北京市大兴区某幼儿园的80名幼儿的父母和教师进行调查，通过相关分析、描述统计分析从而得出如下结果： 本园接受早教机构教育的幼儿比例偏高，在接受过早教机构教育的幼儿接受时间为6-12个月和18-24个月的幼儿占比最多，接受12—18个月的幼儿占比最少。在接受早教机构教育的幼儿当中，在园适应元素中幼儿的焦虑程度相对较低，幼儿是否接受早期教育与在园适应度中的幼儿焦虑水平呈显著正相关，与在园适应度中的问题行为（这里指多动行为）呈显著负相关，其与在园适应中幼儿的同伴关系的交往发展呈显著正相关。 关键词：同伴关系；早教机构教育；幼儿焦虑；问题行为 Abstract "3-6 years old children's learning and development guide" puts forward: to improve children's ability to adapt to the surrounding living environment. Therefore, the key goal of kindergarten care education should be to improve children's skills to adapt to life in the kindergarten. It is found that children's adaptability in kindergarten is greatly affected by early education. On the basis of the existing research, the researcher investigates and analyzes the relationship between children's education in early childhood education institutions and their adaptation in kindergarten, and draws a conclusion. In this study, 80 parents and teachers of a kindergarten in Daxing District of Beijing were investigated by questionnaire. Through correlation analysis and descriptive statistical analysis, the following results were obtained: The proportion of children receiving education from early education institutions is on the high side. The proportion of children who have received education from early education institutions for 6-12 months and 18-24 months is the most, and the proportion of children who have received education from early education institutions for 12-18 months is the least. Whether children receive early education or not is positively correlated with children's anxiety level in kindergarten adaptation, negatively correlated with problem behavior in kindergarten adaptation, and positively correlated with the development of peer relationship in kindergarten adaptation. Keywords: peer relationship；early education institutions；children's anxiety problem behavior 目 录 一．绪论1 （一）研究意义1 1.幼儿在园适应的重要性1 2.0-3岁婴幼儿接受早期教育可以促进幼儿在园的适应程度1 （二）选题目的和意义2 1.理论意义2 2.实践意义2 （三）概念界定3 （四）文献综述5 二．研究内容7 三.研究设计7 (一)研究目的7 （二）研究假设7 （三）研究对象7 （四）调查工具7 1.Spence学前儿童焦虑表（父母报告）7 2.Conners儿童行为教师评定量表（TRS)8 3.幼儿同伴交往能力量表8 （五）数据处理与分析8 四．研究结果8 (一）在园幼儿接受早教机构教育的现状调查8 （二）在园幼儿适应现状调查结果10 （三）在园幼儿接受早教机构教育与其在园适应的关系11 五.讨论与分析12 六．结论和建议17 （一）研究结论17 1.本园接受早教机构教育的幼儿比例偏高17 2.幼儿在园适应各指标的统计分析结果17 （二）教育建议18 1.加强早期教育重要性的宣传，促使更多的幼儿接受早期教育18 2.解决幼儿分离焦虑问题，实现幼儿情绪的健康发展19 3.加强培养幼儿的语言和非语言能力的教育，减少其问题行为的产生19 参考文献21 1.著作图书类21 2.期刊文章类21 3.学位论文21 附录23 附录一：家长问卷23 附录二：教师问卷25 致谢28 |
