Preschool Teachers' Beliefs and Responses to Children's Social Behaviors in Chiayi City

• Main Authors: Li,Jin-yen, 李金燕
• Other Authors: Dr.Yeh,Yu-ching
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/922rp7

碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 102 === The purpose of this study was to investigate the status of preschool teachers' beliefs and responses to children's social behaviors in Chiayi City. The research compares the differences of preschool teacher’s beliefs and responses according to children’s genders and social behavior and analyzes the relationship between preschool teachers' beliefs and responses eventually. The study used the method of questionnaire survey on preschool teachers in Chiayi City. The data were analyzed by methods including descriptive statistics, two-way ANOVA, Pearson product-moment correlation. According to the research, the conclusions are as follows： 1.Preschool teachers believe that education can change children's social behavior, and pays attention to share and information discussion with others, focusing on monitoring children behavior. Therefore, the most frequent responses were promoting social skills, reporting, and monitoring. 2.Preschool teachers have most attention to aggression, have lower tolerance of aggression, and have the highest negative cost to aggression. 3.Preschool teachers’ responses are different between boys and girls. Teachers often intervene to stop girls, for girls do nothing; often require boys to making amends and monitoring boys. 4.Preschool teachers’ tolerance, controllability, social and academic negative costs to social behavior have affection to teachers’ responses to children’s social behaviors. 5.There are different situations in responses to prosocial behavior, academic negative costs and reports between preschool teachers domestic and foreign.