小班幼儿入园适应过程中的冲突与规约应对——基于儿童立场的质性研究  

A Qualitative Research on the Process of Kindergarten Adaptation from Children’s Standpoints

作　　者：林兰[1] 高珠峰 Lan Lin;Zhufeng Gao(College of Teacher Education,Ningbo University,Ningbo 315211 China)

机构地区：[1]宁波大学教师教育学院,宁波315211

出　　处：《学前教育研究》2020年第9期23-38,共16页Studies in Early Childhood Education

基　　金：浙江省哲学社会科学规划课题一般项目“文化资本视角下浙东城市学前儿童与流动学前儿童童年生活的比较研究”(批准号:18NDJC096YB)。

摘　　要：小班幼儿在入园适应过程中面临着多重压力,如被迫与熟悉的照料者分离,独自面对新的班级生活,小班幼儿容易出现多种外显的分离焦虑行为;被迫开始接受有别于家庭生活的班级制度化生活,小班幼儿容易遭遇各类规范制度带来的组织冲突,同时还需应对群体生活中的人际交往冲突。为此,小班幼儿一方面需要学会识别和服从教师权威,另一方面需要学会与同伴共同生活,在分享与共同游戏中找到上幼儿园的乐趣。教师应关注小班幼儿在入园适应过程中的个体情感需求,从“规范”本位走向“育人”本位,在班级建设中坚持以儿童为本,重视幼儿的参与权,充分发挥同伴群体在幼儿社会化过程中的积极作用。When young children enter kindergarten,they are faced with pressures,such as forced to be separated from their familiar caretakers and faced with the new class life alone;forced to accept the class institutionalized life different from family life and organizational conflicts brought by various norms and systems.On the one hand,children need to recognize their teachers’authority and learn to obey.On the other hand,children need to adapt to the class life with peers and learn to share and enjoy the fun of games.From children’s standpoints,the process of kindergarten adaptation is mainly affected by emotional conflicts and regulations of class institutionalized life.Teachers should focus on children’s individual emotional needs and move from‘norm’standard to‘education’standard to return to the essence of preschool education.The construction of class life should pay attention to children’s right to participate and play fully the active role of peers in children’s process of socialization.

关 键 词：入园适应 情感冲突 制度规约 社会化过程 儿童立场 

分 类 号：G612[文化科学—学前教育学]