3-6岁儿童自立行为结构的初步研究  

Preliminary Study on the Structure of Self-supporting Behavior in Children Aged 3 to 6

作　　者：凌辉[1] 张建人[1] 钟妮[1] 阳子光[1] 易艳[1] 

机构地区：[1]湖南师范大学教育科学学院心理学系,长沙410081

出　　处：《中国临床心理学杂志》2014年第6期1037-1041,1132,共6页Chinese Journal of Clinical Psychology

基　　金：湖南省教育科学"十二五"规划重点资助课题"学前儿童自立品格的养成教育研究"(XJK013AXL002)资助;2013年湖南师范大学哲学社会科学青年学术骨干项目资助

摘　　要：目的:对3-6岁儿童自立行为的结构进行初步探讨。方法:运用开放式问卷对幼儿园教师与幼儿家长共82人进行深度访谈,对访谈结果进行内容分析。结果:1从自立的3个功能维度来看,3-6岁儿童自我行动功能维度的反应显著多于自我决断功能维度的反应,而自我负责功能维度上没有反应次数。2从领域维度来看,3-6岁儿童日常自立的反应显著多于社会自立、心理自立和学业自立的反应,没有出现道德自立的反应。3在自我行动功能维度上,5-6岁组儿童的学业自立显著多于3-4岁和4-5岁组儿童。从具体反应项目来看,3-4岁儿童在"能独立上厕所"、"情绪比较稳定,很少因一点小事哭闹不止"条目上的反应显著多于4-5岁和5-6岁组儿童,在"能自己吃饭、喝水,不需要喂食"条目上的反应显著多于5-6岁组儿童;5-6岁组儿童在"会自己叠被子、铺床"、"能独立洗澡"条目上的反应显著多于3-4岁和4-5岁组儿童,在"每天上学前能主动做好准备,如整理书包之类"、"上课很认真听讲,积极参与课堂活动"、"主动帮助他人"三个条目上的反应显著多于3-4岁组儿童。结论:13-4岁儿童的自立行为主要表现为基本的日常自立和心理自立。2随着年龄的发展,5-6岁儿童的自立行为不仅表现出更高的日常自立和社会自立,还开始出现学业自立的内容。33-6岁儿童的自立行为可能是单维(主要表现在自我行动功能维度)多领域(日常自立、社会自立、心理自立和学业自立)的结构,自我决断功能维度尚处于萌芽阶段。Objective： To explore the structure of self-supporting behavior in children aged 3 to 6. Methods： 82 parents and kindergarten teachers were assessed by an open questionnaire. Content analyses were applied to the results of the interviews. Results： ①From the 3 dimensions of self-supporting behavior, the response frequencies on self-action dimension was significantly higher than those on self-determination dimension, while there was no response on responsibility assumption dimension. ②On the self-action dimension, there were responses on the daily life self-supporting, social self- supporting, mental self-supporting and scholastic self-supporting, while no responses was observed on moral self-supporting. 5-6 year-olds had more responses on scholastic self-supporting than 4-5 and 3-4-year-olds. ③3-4-year-olds had more responses than 4-5 and 5-6-year-olds on items “Using the toilet by self” and “do not cry and scream for trivial matters”, and had more responses than 5-6-year-olds on item “Eat food and drink water by self” . 5-6-year-olds had more responses on items such as“Make the bed by self”, “Take a bath by self”, “Preparing for the school, such as packing school bags”, and so on. Conclusion： ①Self-supporting behaviors of 3-4-year-olds showed mainly on elementary daily self-supporting and mental self-supporting. ②With increasing age, 5-6-year-olds developed advanced daily and mental self-supporting, but also began to develop scholastic self-supporting. ③The structure of self-supporting behavior in children aged 3 to 6 should be single-dimension（Self-action dimension） and multi-level（daily, social, mental and scholastic self-supporting）. Self-determination dimension is still at an embryonic stage for children aged 3 to 6.

关 键 词：3-6岁儿童 自立 结构 内容分析 

分 类 号：R395.1[哲学宗教—心理学]