| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 98 === Abstract
This study was an action research which aimed to assist a rejected child to successfully adapt to school life and improve his peer relations. The rejected child, Allen, was a student of the researcher. The researcher observed Allen’s peer interactions in class to understand the factors that caused him to be rejected and then applied teaching and guiding strategies to improve his peer relations.
The conclusions of this study are as follows:
1. Factors that caused Allen to be rejected by peers in class:
(1) Family and school factors: Parenting style, household economic status, and teachers’ attitude in handling peer interactions.
(2) Individual factors: Impulsiveness, lack of confidence, lack of self-control, and lack of social skills.
2. Strategies taken to guide the rejected child:
(1) “Teacher’s appropriate intervention” and “providing successful experiences to build confidence” were used to reinforce the rejected child’s social ability.
(2) “Sharing picture story books” and “my diary” strategies were implemented to increase positive peer interactions in class.
(3) Through “parental education”, support and resources were provided to develop a good teacher-parent cooperative relationship.
3. Allen’s improvement in peer interactions after the intervention of these strategies:
(1) Improved verbal expressions: The rejected child uses less verbal assaults, has an improved attitude and tone in speaking, and has acquired the skills to express his emotions to others.
(2) Improved self-control and problem-solving ability: The rejected child has less impulsive behavior, becomes more polite, and is able to communicate with others in a softer tone.
Suggestions of this study are as follows: Parents should provide a good behavioral model. Teachers should learn to see the merit of each child, really like each child, and set a good example for children to learn from.
Keywords: rejected child, peer, peer relation
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