儿童假想伙伴与社会性发展的关系:理论嬗变和实证研究历史回顾  

Relationship between Children's Imaginary Companions and Their Sociality Development

作　　者：林其羿 傅宏 薛艳 Qiyi Lin;Hong Fu;Yan Xue(School of Education Science,Huaiyin Normal University,Huaian,223300 China;School of Psychology,Nanjing Normal University,the Key Laboratory of Psychological Health and Cognition Science of Jiangsu Province,Nanjing 210054 China)

机构地区：[1]淮阴师范学院教育科学学院,淮安223300 [2]南京师范大学心理学院江苏省心理健康与认知科学重点实验室,南京210054

出　　处：《学前教育研究》2018年第9期39-49,共11页Studies in Early Childhood Education

基　　金：国家社会科学基金一般项目"城市流动儿童的社会性发展及其影响因素研究"(批准号:14BSH077);江苏省社会科学基金一般项目"江苏省农村留守儿童人格特征和心理韧性水平对社会支持系统的影响研究"(批准号:15JYB016)

摘　　要：儿童假想伙伴与其社会性发展之关系的研究经历了三个主要的发展阶段,分别是20世纪30年代初至40年代、20世纪70年代初至21世纪初、21世纪初至今。早期研究者认为有假想伙伴的儿童存在着明显的人格缺陷,假想伙伴是投射或防御机制的一种具体表现形式,因而假想伙伴与儿童不良的社会性发展相联系。此外,他们还否认儿童与假想伙伴互动过程的动态性。该阶段的实证研究大多数是从临床人口中取样,且没有进行有无假想伙伴儿童的比较,因而其结果在很大程度上是不可信的。中期研究者在皮亚杰和维果斯基相关理论的影响下,开始将关注的重点转向儿童与假想伙伴互动的动态过程,并从整体上探讨这种关系的具体特征。他们认为以假想伙伴为代表的想象性关系与现实中的社会关系平行,且同样包含着丰富的细节,因此假想伙伴玩耍所带来的额外社会性预演可能伴随着儿童社会性发展水平的全面提升。这一阶段的实证研究主要涉及害羞、同伴关系、社会能力和心理理论等四个方面,不过相关的研究结果出现了一定程度的不一致性。近期研究者进一步细化研究视角,开始关注以假想伙伴为代表的想象性关系内部的不同侧面,如假想伙伴的不同类型、儿童与假想伙伴不同的互动方式等,并认为差异更有可能出现在假想伙伴玩耍某些侧面的不同水平之间。目前,针对假想伙伴内部变量的实证研究已经发现了一些有意义的结果。这三个阶段的理论变迁及其相应的实证研究结果启示儿童研究者在研究游戏时应树立基本的儿童观;在建构理论时应更多关注游戏的动态过程;应从游戏的整体和内部出发开展实证研究。In general, the discussions about the relation between children＇s imaginary companions and their sociality went through three main stages. The first stage was from the 1930s to the 1940s. The second stage was from the 1970s to the start of this century. The third stage was from the start of this century to this day. Influenced by the theories about psychoanalysis, early researchers held the opinions that children with imaginary companions may often have personality defects and imaginary companions are the concrete manifestation of the psychological mechanism called projection or defense. Thus, imaginary companions are associated with children＇s poor development of sociality and they are the replacements or compensations for children＇s poor development of soeiality. In addition, they also denied the dynamic nature of the interaction between children and their imaginary companions. The empirical studies in this period often sampled from clinical populations and didn＇t compare children with and without imaginary companions directly. Thus, the results might lack in rigor. Influenced by the theories of Piaget and Vygotsky, inter-mediate researchers began to shift their focus to the dynamic process in the interaction between children and their imaginary companions. They discussed the specific features of this kind of relationship in general. They held the opinions that imaginary relationship like imaginary companion play is parallel to the social relationship in real life and this kind of relationship contains rich details. Thus, extra social rehearsals brought by itnaginary companion play may result in comprehensive improvements of children＇s sociality. The empirical studies of this stage mainly bad four clues. They were shyness, peer relationship, social competence and theory of mind respectively. However, an inconsistency emerged in the results of these studies. Influenced by the microscopic research perspective, recent researchers began to shift their focus to the different dimensions of imaginary relatio

关 键 词：假想伙伴 社会性发展 儿童游戏 

分 类 号：G610[文化科学—学前教育学]