| Summary: | 碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 100 === This research summarizes the strategies used for handling the separation anxieties of young, kindergarten aged children. In addition, this research was conducted by studying the extent to which the strategies were used, the effectiveness of the strategies in practice, and the gap between how much the strategies were used and how effective they actually were, according to kindergarten teachers experienced in handling the separation anxieties of young children.
To achieve these objectives, questionnaires were used in this thesis. The survey subjects were kindergarten teachers from both public and private kindergarten and child care centers in Taitung Country. The topic was "Questionnaires for strategy research on Kindergarten teachers handling young children's separation anxieties"; a total of 330 copies were issued and 286 reliable valid questionnaires were received. To analyze the data, descriptive statistics, one-way analysis of variance (one-way ANOVA), independent-samples t test, paired-samples t test and other statistical methods were used. The analysis results of this research are shown below:
First, the extent to which these strategies are used by kindergarten teachers, handling the separation anxieties of young children, is moderate. However, there is still room for improvement. Five dimensions of strategy were ranked from high to low, according to the degree to which they were used. The strategies are ranked as follows: "behavior recognition strategy", "game play strategy", "parents and teacherscooperation strategy", "emotional regulation strategy" and "negative behavior strategy".
Second, the "education level", "years of teaching young children", "institution of employment" and "position to act" of kindergarten teachers will affect the extent to which the strategies for handling young children’s separation anxieties are used.
Third, the effectiveness of the strategies used by kindergarten teachers for handling young children’s separation anxieties is moderate. The ranking of these five dimensions of strategy, from high to low, are "game play strategy", "parents and teachers cooperation strategy", "behavior recognition strategy", "emotion regulation strategy", "negative behavior strategy".
Fourth, the "age", "education level", "years of teaching young children", and "institution of employment" affect the effectiveness of strategies used by kindergarten teachers in handling the separation anxieties of young children.
Fifth, all the differences between the extent of use and the effectiveness of these five dimensions of strategy used by kindergarten teachers to handle young children’s separation anxieties are remarkable. The differences of these five dimensions of strategy, ranked from high to low, are "negative behavior strategy", "behavior recognition strategy", "game play strategy", "parents and teachers cooperation strategy", and "emotion regulation strategy".
Finally, this thesis gives some specific suggestions for teacher training units, education authorities, school administrators, kindergarten teachers and future research units as references according to these research results.
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