| Summary: | 碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 101 === In this study, a qualitative research has interviewed eight kindergarten teachers to understand how they instruct the only children to enhance the skills of interpersonal relationship, as well as their communication strategies to promote positive interaction with parents of the only children.
The research concludes specific recommendations that instruct only-child preschoolers to develop interpersonal relationship. The results of this research are as follows:
First, to assist only-child preschoolers to adapt themselves to the interpersonal relationship, respondent kindergarten teachers have used the following instructional strategies:
1. Provide the only child with mutual cooperation and sharing opportunities: such as cooperative group activity, moral developing courses, making use of group sharing, arranging toy Sharing Day, designing corner activities, creating a class atmosphere of cooperation and mutual assistance, and assigning the only child as a teaching assistant.
2. Provide the only child with activities to get rid of self-centeredness: such as guiding with illustrated stories, making use of theatrical performances, and developing children's empathy through personal experiences.
3. Provide the only child with informal learning in conflict resolution: setting a good example with teacher's own conduct, incidental teaching, brewing group discussion, encouraging the only child to resolve the dispute, guiding the only child to express expedient emotions, teaching the only child to adapt emotions.
Second, to interact with the parents to improve the interpersonal relationship of only-child preschoolers, responded kindergarten teachers have used the following strategies:
1. Teachers make good use of the two-way interaction between parents and teachers: such as obtaining the trust of parents, seeking parental help together, providing parents with the only child specific parenting advice, being honest about the only child’s learning situation in school, understanding the only child’s learning situation at home, and providing parents with an observation day in school.
2. Teachers provide one-way communication channels: such as posting articles on a bulletin board and offering parents the observation records of the only child at school.
Last, three recommendations are proposed as follows. One is that in the aspects of designing kindergarten activities it is recommended that the games are viewed as bridges of improving social interpersonal relationship. Another is that in the aspects of parent-teacher communication it is recommended to build a network of support for the only child parents. The other is that in the aspects of kindergarten teachers themselves it is recommended to enhance the professionalism of individuals.
Keywords: only-child preschoolers, kindergarten teachers, interpersonal relationship
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