学前融合背景下特殊需要幼儿同伴接纳的干预研究  

An Intervention Study on Peer Acceptance of Young Children with Special Needs in the Context of Preschool Inclusive Education

作　　者：张亚楠[1] 朱宗顺[1] Zhang Yanan;Zhu Zongshun(College of Child Development and Education,Zhejiang Normal University,Hangzhou,Zhejiang,311231)

机构地区：[1]浙江师范大学儿童发展与教育学院,浙江杭州311231

出　　处：《幼儿教育》2023年第9期46-51,共6页Early Childhood Education

基　　金：浙江省哲学社会科学规划2023年度重点课题“适宜乡村振兴的农村学前教育发展指标与机制研究”的研究成果之一,课题编号:23NDJC008Z。

摘　　要：融合环境对特殊需要幼儿的同伴接纳发展具有重要意义。本研究采用准实验设计,选取某融合幼儿园两个班的4一5岁幼儿为实验组(n=29)和控制组(n=30),对实验组29名幼儿进行10周的课程干预。结果显示,通过班级层面的课程千预,实验组普通幼儿对特殊需要幼儿的关注、认识和理解水平明显提升,对其情感和行为倾向也得到显著改善;同时,特殊需要幼儿同伴接纳度的提升对融合班级质量有一定促进作用。Inclusive environment plays a significant role in the development of peer acceptance of young children with special needs.In this study,a quasi-experimental design was used to select two classes of children aged 4-5 from an inclusive kindergarten as the experimental group(n=29)and a control group(n=30)and a 10-week course intervention was carried out.The results showed that through the classroom level intervention,the attention,awareness and understanding of ordinary children towards children with special needs were significantly improved as well as their emotional and behavior tendencies;at the same time,the increased acceptance of children with special needs by their peers contributed to the quality of the inclusive classroom.

关 键 词：学前融合教育 课程干预 同伴接纳 融合班级质量评估 

分 类 号：G610[文化科学—学前教育学]