小班幼儿问题行为与其同伴交往能力的关系研究

研究对沈阳市五所普通幼儿园344名小班幼儿问题行为与其同伴交往能力发展的关系进行了探究。采用张元修订的《幼儿同伴交往能力量表》和Conners儿童行为教师评定量表,研究结果表明:(1)小班幼儿问题行为中多动因子和多动指数因子上存在显著的性别差异,且都是男孩得分高于女孩;独生女与非独生子女的幼儿问题行为无显著差异;(2)幼儿同伴交往能力中语言和非语言交往能力存在着显著的性别差异,即女孩得分显著高于男孩,而独生子女和非独生子女的同伴交往能力发展差异不显著;(3)幼儿问题行为中的四个因子均与其同伴交往能力中的语言和非语言交往能力、社交障碍及总分呈显著性负相关,其中注意力不集中-被动对幼儿同伴交往能力有极其显著的负向预测作用。

A Study on the Relationship between Children's Behaviors Problems and Their Peer Interaction Ability

This paper explores the relationship between the behavioral problems of 344 small class children in the five ordinary kindergartens in Shenyang and the development of their peers’ communication skills. Zhang Yuan revised the "Children’s Peer-to-Peer Ability Scale" and the Conners Child Behavior Teacher Rating Scale.The results show that:(1) There are significant genderdifferences in the hyperactivity factor and hyperactivity index factors in the behavioral problems of small class children,and both boys’ scores are higher than girls’;there is no significant difference in the behavior of children with only children and non-only children.(2)There are significant gender differences in the linguistic and non-verbal communication abilities of young children’s peer communication skills,which means girls’ score is significantly higher than boys’;and the development of peer communication ability between only children and non-onlychildrenis not significant.(3) Thefour factorsin children’sproblem behaviors are significantly negatively correlated with theirLinguistic Skills,Non-verbal Communication Skills,Social Obstacles Problem,and Total Scores of their peer communication skills;in which Not Concentrated Attention-Passiveness has extremely significant negative prediction on children’s peer communication.