3—5岁儿童独立性发展特点与影响因素研究

【作者】 邹晓燕；

【导师】 杨丽珠；

【作者基本信息】 辽宁师范大学 ， 发展与教育心理学， 2004， 博士

【摘要】 独立性(或自主性)是心理学研究的一个重要课题,但相对于其他领域,目前国内外关于独立性的研究还很少,在理论和实证研究方面都很薄弱,因此,急需科学的理论建构及对儿童独立性发展特点及影响因素的具体研究。 本研究采用理论与实证、定量与定性相结合的方式全面地探讨了 3～5 岁儿童独立性的结构、稳定性与可变性、发展特点及其影响因素,其研究成果丰富了儿童独立性发展的理论,为家庭和幼儿园培养儿童的独立性提供科学的依据。 研究一为 3～5 岁儿童独立性结构研究,目的在于探讨 3～5 岁儿童独立性的结构。该研究在理论建构的基础上,编制了 110 个项目的 3～5 岁儿童独立性问卷,通过项目分析,筛选题目,保留了 47 个项目的问卷。然后用 47 个项目的问卷,用另一样本进行验证性因素分析,保留 20 个项目;再用 20 个项目的问卷,用另一样本验证,结果表明 20 个项目的模型结构合理。用 20 个项目的问卷进一步在丹东市和锦州市进行验证。多样本验证性因素分析结果表明:1. 该问卷具有较好的信度、效度,可以作为评定该年龄儿童独立性的依据;2.3～5 岁儿童独立性由自我依靠、自我控制和自我主张三个维度构成。 研究二为 3～5 岁儿童独立性的稳定性与可变性研究。该研究采用二因素实验设计,研究了 3～5 岁儿童在不同任务难度和不同对象在场情境中的独立性。研究结果表明,3～5 岁是儿童独立性发展的关键期,具体表现在三个方面,1. 儿童的独立性逐渐由不稳定向稳定发展,3 岁、4 岁儿童的独立性的稳定性初步发展,到了 5 岁时儿童的独立性表现出较强的稳定性,儿童在各种情境中的独立性表现完全一致;2. 情境对儿童独立性有较大影响,自我依靠和自我主张主要受任务难度的影响,儿童在完成难任务时表现出较强的依赖性和从众性;自我控制受任务难度和在场对象的双重影响,儿童在完成难任务时和母亲在场时任性的程度都会增强;3. 儿童独立性发展存在着明显的类型差异。3、4 岁时儿童独立性发展的类型趋于一致,存在着五种明显的类型,到了 5 岁时,其中一种类型消失,而代之以另一种类型,表明 3～5 岁是儿童独立性发展较快的时期。本研究同时还探讨了 3~5 岁儿童独立性各维度的发展特点。 研究三为 3～5 岁儿童独立性发展的影响因素研究,该研究采用质的研究方法,第一阶段为人种学研究,研究对象为独立性培养的实验班。研究者对实验班进行了为期两年的人种学研究,获得了初步概念后进行焦点团体访谈,进而对影响儿童独立性的因素进行综合分析和概括。第二阶段为结构与非结构相结合的访谈。在第一阶段人种学研究的过程中,逐步产生并明晰了一个研究假设,即教师给予儿童自由与限制的尺度及表扬与批评的恰当性等对儿童独立性发展具有至关重要的影响。在此基础上,确立 15 个访谈题目,对实验班 I<WP=4>3～5 岁儿童独立性发展特点与影响因素研究教师进行了 300 分钟的焦点团体访谈。研究结果发现,1. 宽松的环境气氛是培养独立性的前提;2. 处理好自由与限制的关系是幼儿园培养儿童独立性的关键;3. 家庭是影响幼儿园培养效果的重要因素;4. 儿童个别差异是独立性发展的基础。在对三个研究综合分析与讨论的基础上,本研究得出如下结论:本研究编制的 3～5 岁儿童独立性问卷具有良好的信度和效度,可以作为家长和教师评 定儿童独立性的依据。3～5 岁儿童独立性由三个维度构成,自我依靠、自我控制和自我主张。自我依靠是基 础,自我控制与自我主张的和谐发展是儿童独立性发展的关键。3～5 岁是儿童独立性的初步形成期。3～5 岁儿童独立性发展受家庭、幼儿园及自身特点等多种因素的影响。更多还原

【Abstract】 Independence (Autonomy) is one of the important research subjects ofpsychology. In contrast with other psychology domains, however, there are stillfew researches on independence at home and abroad now-days. It is very weak inthe researches on the theory and confirmation. Therefor, it badly needsscientific theory-construction and concrete studies on the developmentcharacteristics and affecting factors. The research combined theory with confirmation, quality research withquantity research to explore the independence structure of children with 3-5years old, and its stability, its variability, its development characteristicsand the affecting factors. The research enriched the developmental theory ofindependence, and provided scientific basis for the family and the preschool todevelop children’s independence. The first part of the research was the study on the independence structureof 3-5 years old children. The aim was to explore the independence structure ofchildren. The study has developed an independence questionnaire for children,which consists of 110 items. Then 47 items were kept by item analysis. We thenused this questionnaire to do confirmatory analysis with another sample. And weonly kept 20 items this time. We used the questionnaire with 20 items to doconfirmatory analysis with a third sample. The finding showed that thestructure model with 20 items was reasonable. Finally, a large number ofchildren in Dandong city and Jinzhou city were tested with the 20-itemquestionnaire. The multiple-sample confirmatory analysis showed that, (1) thequestionnaire had a good reliability and validity. It could be used to assesschildren’s independence with 3-5 years old, (2) the independence structure of3-5 years old children was consists of self-reliance, self-control and self-assertion. The second part of the research was the study on the stability andvariability of independence of children with 3-5 years old. The study adoptedtwo-factor experimental design to examine 3-5 years old children’s independencewhen the child was working upon different difficult level tasks and when therewas different person with him (or her). The findings proved that 3-5 years oldwas the key period for the development of children’s independence, which lied III<WP=6>3～5 岁儿童独立性发展特点与影响因素研究in three aspects: firstly, children’s independence became more and more stablewith the age. The stability of independence began to develop in the 3-4 yearsold, and by the age of 5, children’s independence appeared stronger stability.Children’s independence kept the same in different situations. Secondly, thesituations had much affect on the children’s independence. Self-reliance andself-assertion were mainly affected by difficulty degree of tasks. Childrenshowed more dependence and compliance when they were working on the hard tasks.Both difficulty level of tasks and the persons who were with the childrenaffected self-control. Children showed stronger self-will when they wereworking on the hard tasks and when their mothers were with them. Thirdly, therewere differences among the types of the children’s independence development.There were five types in the development of 3,4 years old children’sindependence, and when the children were 5 years old, one of the five typesdisappeared, then another type appeared instead. And this showed that 5 yearsold was the faster period for children’s independence development. The third part of the research was the study on the affecting factors in 3-5 years old children’s independence development. This study adopted qualityresearch. In the first step, we adopted ethno methodology to study thechildren’s independence in the experimental preschool classes where teacherseducated the children’s independence. The researcher spent more than two yearsin studying the classes with ethno methodology method. After having obtainedgeneral concepts, the researcher organ更多还原