科技部專題研究計畫主持人
MOST107-2410-H-030-053-SSS
新手父母的育兒、親職壓力、教養聯盟、托育環境支持 與1-3歲嬰幼兒社會情緒發展的研究
Child-rearing, parenting stress, child-rearing alliance, child care classroom support and infant-toddler social and emotional development for first-time parents
科技部
Ministry of Science and Technology
輔仁大學學校財團法人輔仁大學
Fu Jen Catholic University
陳若琳
Jo-lin, Chen
輔仁大學兒童與家庭學系
Fu Jen Catholic University Department of Child and Family Studies
陳若琳
副教授
2905-3745
046286@mail.fju.edu.tw
計畫執行期間起:2018-08-01
計畫執行期間迄:2019-10-31
2018-10-01
2019-08-30
托嬰中心1-3歲嬰幼兒及其家長
1
004
01,02,03
育兒;親職壓力;教養聯盟;托育環境支持;新手父母;1-3歲嬰幼兒社會情緒發展
Child-rearing;parenting stress;child-rearing alliance;child care classroom support;first-time parents;1-3 year-old infant-toddler social and emotional development
本研究目的是針對第一次為人父母親的新手父母,探究其育兒教養、親職壓力、教養聯盟、托育環境支持和嬰幼兒社會情緒的發展關聯。本研究基於Bronfenbrenner的生態系統理論的過程-個人-情境模式加上時間模式,期望了解1-3歲嬰幼兒早期的家庭微系統的親職育兒教養、親職壓力、父母共親職和教養聯盟,以及托嬰中心微系統的照顧者對嬰幼兒支持的脈絡和嬰幼兒社會情緒發展,提供理論研究和實務應用參考。 本研究由新北市、桃園市和台北市邀請不同區域11所立案的公共托育中心、公設民營托嬰中心或私立托嬰中心,共計304個嬰幼兒的新手父母親和其托嬰中心主管和托育人員參與研究。研究針對1歲到3歲嬰幼兒的母親和父親進行問卷調查,以了解新手父母其育兒教養、親職壓力、父母共親職和教養聯盟的情形;針對托育環境觀察,研究者和托嬰中心主管進行304位嬰幼兒其托育環境的支持與互動觀察和評量;最後再請托育人員針對304位嬰幼兒的社會情緒能力和行為問題進行評量,以了解1-3歲嬰幼兒的社會情緒發展情形。所得的研究資料將進行描述性統計和相關等統計分析,以了解各變項的情形與相互關聯。由皮爾森積差相關研究結果發現,嬰幼兒母親的育兒教養與嬰幼兒的社會情緒發展,呈現低度顯著正相關;嬰幼兒母親的親子互動壓力與嬰幼兒的正負向社會能力和行為發展,嬰幼兒父親的親子互動壓力、人際互動壓力與嬰幼兒的正向情緒能力發展,皆呈現低度顯著負相關;嬰幼兒母親知覺配偶支持共親職與嬰幼兒的社會情緒發展,呈現低度顯著正相關;托嬰中心托育環境支持─正向氣氛與嬰幼兒為主體和嬰幼兒正向社會情緒發展,皆呈現低度正相關;托嬰中心托育環境支持─正向氣氛與負向社會行為,呈現低度負相關;托嬰中心托育環境支持─托育人員敏感和嬰幼兒正向社會能力發展,呈現低度正相關。 本結果將可提供研究者對新手父母的家庭教養議題、托嬰中心托育環境與其對嬰幼兒社會情緒發展的研究瞭解,也能提供政府嬰幼兒托育照顧政策、家庭親職教育政策和少子女政策與實務工作者的重要參考依據。
The purpose of this research was to study the early development of social emotional competence and behavior problems in infant-toddlers and to examine associations among child-rearing, parenting stress, child-rearing alliance, child care classroom support and infant-toddler social and emotional development for first-time parents. Based on Bronfenbrenner’s microsystems concepts in the ecological theory, it investigated the relations of child-rearing, parenting stress, child-rearing alliance, child care classroom support on young children’s social emotional competence and behavior problems. The research participants consisted of 304 first-time mother-father pairs with 1-3 year-old infant-toddlers and child care providers invited and recruited from child care centers in New Taipei, Taoyuan and Taipei cities. The family parenting questionnaires included child-rearing, parenting stress, child-rearing alliance, and family & children’s backgrounds. Mothers and fathers were asked to fill in the questionnaires separately. The parents were invited to provide the parenting and family information. The child care classroom support and interaction for toddlers were observed and scored by the researcher and directors in child care centers. The child care providers completed and provided information regarding young children’s social emotional competence and behavior problems in the second semester. The data were analyzed by Pearson correlations to explore the relations among the variables. The correlation results indicated that maternal child rearing and supportive coparenting were significantly positively related to toddlers’ social emotional competence at child care centers. Parent-child interaction stress for mothers was significantly related to toddlers’ social competence. Similarly, parent-child interaction stress and family relation stress for fathers were significantly negatively related to toddlers’ positive emotion. Finally, the positive climate and regards for child perspectives were significantly positively related to toddlers’ social emotional competence. And, childcare providers’ sensitivity was also significantly positively related to toddlers’ social competence. It was expected that the research can provide the useful information for the interested scholars to study first-time parents’ child-rearing, parenting stress, child-rearing alliance, child care classroom support, and infant-toddlers social and emotional development. Practical suggestions and implications were made for government, child/infant care and family parenting education policies, as well as for practitioners.
是,已處理
除檢查有無可識別個人身份資料外,另檢查個案編號是否重複、變項及選項數值說明是否與問卷一致或未被定義,發現前述狀況時,將於確認後協助修改。
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