| Summary: | 碩士 === 國立臺灣師範大學 === 人類發展與家庭學系 === 103 === The purposes of this study were to examine the relationships among preschool’s playfulness, teacher’s playfulness and the young children’s social and emotional competence. Besides, to compare the differences of background in the preschool’s playfulness, teacher’s playfulness and the young children’s social and emotional competence. There were 37 public preschools, 104 teachers and 325 parents in Taipei participated in this study. The teachers completed “The Preschool’s Playfulness Scales” and Teacher’s Playfulness Scales.” The parents filled out “the Age &; Stages Questionnaires: Social-Emotional.” By using the HLM6.02 and SPSS21.0 for windows, the findings of this research showed as follows:
First, preschool’s playfulness was high. However, there was few leisure activities and well-being for teachers. Second, teacher’s playfulness was high also, especially the character that teachers were committed with their work and pursuit self-fulfillment and realization. Third, young children's social and emotional competence was good, especially in "happy, don’t hurt themselves to express emotions, could express their needs and describe feelings with words, rich security attachment, and liked to interact with the familiar adult." Fourth, the total number of members and administrative area of the preschools were not associated with the preschool’s playfulness atmosphere. Fifth, teacher's sex, age, current position and teach seniority would not related to their personal playfulness. But the teachers with master's degrees and being graduated from normal university showed higher playfulness. Sixth, there were no difference in young children’s social emotional competence with different ages and mother’s socio-economic status. However, girl’s showed better social and emotional competence than boys. And father with high socio-economic status, their young children had better ability to control negative emotions and less to suppress negative emotions. Seventh, the higher the preschool’s playfulness was, the higher the teacher’s playfulness was. Eighth, the higher teacher’s playfulness was, the lower children's self-restraint was. It means teacher’s rich playfulness could be associated with young children's self-restraint. Ninth, young children's negative behavior suppression is better while they were in the lower playfulness atmosphere within the preschool. Owing to the more stringent internal rules, young children could have more opportunity to practice the ability of inhibition. Therefore, they wouldn’t go to show negative behaviors.
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