這個班級怎麼這麼多衝突—幼兒園同儕衝突情境的幼兒次文化

• Main Author: 游淑雲
• Other Authors: 林麗卿
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/52175387665101245973

碩士 === 國立新竹教育大學 === 幼兒教育學系碩士班 === 94 === Abstract Taking the qualitative inquiry point of view, this research is to explore the classroom culture of a kindergarten class of 15 children and the young children’s subculture revealed in peer conflict contexts. Research findings are to inform early childhood teachers of the co-existing cultures in the classroom and to remind them to break their traditional belief so that they can better understand children’s subculture and the messages children convey in conflict situations. Major data-collecting methods adopted in this study include participant observation, interview and document-collection. The observed object is a whole eldest class in a preschool. The two research questions raised in this study are: 1. How did the classroom culture develop in the kindergarten classroom? 2. What is the young children’s subculture revealed in the peer conflict contexts? Five main findings are discovered in the research: Firstly, amid a companionate classroom climate, the young children’s subculture emphasizes friendship and happy-endings for peer conflicts. With the companionate attitude and relationship, young children will seek to preserve friendships and often resolve conflicts in a light-hearted way. Secondly, class rules and the values that teachers transmit construct the mode of classroom culture. Teachers’ regulations and values often become part of the classroom culture. Thirdly, young children often construct their own unique peer cultures to respond to the classroom culture. When young children are left alone in the classroom, their subcultures always emerge. Fourthly, there are complicated interpersonal relationships and modes of culture involved in the causes, strategies and outcomes of peer conflicts. However, interpersonal issues stand as the major part in conflicts. Fifthly, conflicts usually carry on and will not end in one event. With the unresolved anger, a primary conflict will fire a new conflict. Based on the above findings, several suggestions regarding instructional practice and research are proposed. Keywords: Classroom culture, Young children’s subculture, Peer conflict, Early childhood education