| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 105 === The purpose of this action research is to exlore how preschool educators apply counseling strategies to assist explicit-anxiety children to adapt to initial period of school life. This study observed the kindergarten children in the class during the first month of school, and selected two childrwn named Hsiao-Jie & Hsiao-Ke as research subject. Their entrance explicit-anxiety performance in school were recorded.
Based on interviews and observations, the researcher investigated the pivotal factors causing those children’s explicit-anxiety, and arranged counseling strategies to assist them to improve the condition in admission explicit-anxiety and enhance their adaptation to kindergarten life.
The results of this study are shown as follows.
1. Each subject of entrance explicit anxiety behavior has its own unique factors. The preschool educators need to handle it by different appoaches to give appropriate counseling strategies.
2. Counseling strategies such as "creating a sense of security with young children", "storytelling stories", "group games", "behavior change technology" and "making good use of peer strength " are implemented to reduce those subjects of explicit-anxiety and to increase the opportunity to interact with their peers, and help them to build a solid friendship.
3. Appropriate counseling strategies can help to improve those subjects of explicit-anxiety. Furthermore, the continuous reflection of this action research and appropriate counseling strategies are able to effectively reduce their crying and resistance. Therefore, those sujects would like to join class happily. In the course activities, they can also actively participate in discussions and work with the peers in class.
Finally, the educational implications of this study and recommendations for future study are also proposed.
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