第十一屆 學前融合班教師行為與幼兒主動之相關性

The relation between preschoolers’ initiation and teachers’ behaviors in inclusive classrooms 
曾淑賢12＊、劉凱23、邱蕙菁24、陳淑芳5
Shu-hsien Tseng1＊, Kae Liu2, Hui-chin Chiou3, Shu-fang Chen4 
1中原大學特殊教育系、2中原大學早期療育中心、3國立師範大學特殊教育所、4國立台北教育大學、5國立台東大學幼兒教育系

1 Department of Special Education, Chung Yuan Christian University, 2 Early Intervention Center, Chung Yuan Christian University, 3 Department of Special Education, National Taiwan Normal University, 4 Department of Early Childhood, National Taipei University of Education, 5 Department of Early Childhood, National Taitung University

 
研究背景與目的：The purpose of this study is to investigate the relation between teachers’ behaviors and initiation of preschoolers in inclusive classrooms. Recently, some researchers have proposed the idea of pivotal behaviors that will bring about improvement in broad development areas. Yet, there is little research on the relationship between teachers’ behaviors and pivotal behaviors. This study aims to inform the field of its findings based on observation as well as its implications for teaching strategies in preschool inclusion. 


方法：This study adopted an observational inquiry. We taped classroom interactions between teachers and children. Then, we used the videos to code behaviors that were under investigation. Participants included 24 preschoolers with delays and their teachers in regular daycares and kindergartens (for children aged from 0-6) from a northern county in Taiwan. There was also a normal peer in each classroom recruited by matching with age and sex with the child with delays. In total, there were 48 children and 25 teachers. We taped classroom interactions of each dyad between a teacher and a child twice. Coders were trained until they reached 80% reliability.


結果：Children’s initiation was significantly correlated with teacher’s responsiveness (r=0.48**), especially for children with delays (r=0.63**). There is no significant difference between the frequencies of initiation of children with and without developmental delays in inclusive classroom (F=0.468, p=0.497). Teacher used those strategies mentioned earlier infrequently and there was no difference of frequencies they used between to children with and without developmental delays. Among these teachers behaviors, the frequency of “basic instructions” was the highest, “no response” the second, and there was no “strong responsiveness” observed. There were also significant differences between teachers’ responsiveness to children with and without developmental delays while higher to children with delays.


結論：Overall, the results showed that children’s initiation in inclusive classrooms significantly correlated to teachers’ responsiveness. This result supports the importance for teachers to use more responsive strategies. 

關鍵字： initiation, inclusion, teachers’ behavior, responsiveness