| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系碩士在職專班 === 105 === The purpose of this study was to examine the current status of the temperament and separation anxiety of preschool children in central Taiwan. The study also focused on analyzing the effect different background variables can have on the children’s temperament and separation anxiety behavior, in an effort to understand the correlational relationship between the two. A questionnaire research method was utilized, supplemented with the “Children’s Temperament Scale” and the “Children’s Separation Anxiety Scale” as research tools. This research conducted questionnaires for 956 preschool children from central Taiwan. The findings of the study were as follows:
1. The various aspects of temperament behaviors of preschool children in central Taiwan showed an inclination for low activity levels, steady daily routines, high adaptability, low intensity levels of negative emotional reactions, and medium levels of approach/withdrawal.
2. The various aspects of separation anxiety behaviors of preschool children in central Taiwan showed low levels of general separation anxiety towards the environment and people.
3. The temperament behaviors of preschool children in central Taiwan, including activity level, rhythmicity, intensity of negative emotional reactions, and approach/withdrawal, showed significant differences that were affected by different background variables. Conversely, the temperament behavior of adaptability showed no significant differences as a result of different background variables.
4. The separation anxiety behaviors of preschool children in central Taiwan showed significant differences based on different background variables such as “age upon entering preschool”, “parents’ education level”, “household monthly income”, “preschool type”, “father’s occupation”, and “area of residence”. However, variables such as “birth order”, “mother’s occupation”, and “nursery experience” showed no significant differences.
5.The temperament behaviors of activity level, rhythmicity, adaptability, intensity of negative emotional reactions, and approach/withdrawal showed a signification correlation with the separation anxiety scale.
The results of this study serves as suggestions and reference for parents of preschool children, preschools, as well as future researchers.
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