| 摘要: | 親子互動與親子關係是影響幼兒健康發展的重要因素。本研究旨在探討新北市中和區及永和區幼兒園3至6歲幼兒與父母親之親子互動現況與親子關係現況，並分析不同背景變項在親子互動與親子關係上的差異，以及親子互動與親子關係間的相關性。本研究對象為新北市中和區及永和區幼兒園之3至6歲幼兒及其父母親，採取立意取樣方式選取樣本，共取樣有效問卷440份。運用SPSS軟體進行數據分析，採用之統計方法包括:百分比、平均數、標準差、t檢定、單因子變異數分析、雪費事後比較及皮爾森積差相關分析。研究結果顯示:
一、在親子互動現況方面，幼兒心理互動最高分項目為「孩子能感受到我每天做家事的辛苦」，語言互動最高分為「孩子會主動說故事給我聽」，行為互動最高分為「當我疲累時，我的孩子會幫我按摩搥背」。
二、在親子關係現況方面，親子溝通最高分項目為「孩子會跟我說故事」，親子認同最高分為「當我在教導孩子時，孩子常聽從我的指令」，親子親近感最高分為「我會陪伴孩子進行各種遊戲與活動」。
三、不同背景變項的幼兒及父母親在親子互動及關係的表現有所差異。父親學歷、母親學歷及母親職業會影響幼兒心理互動及語言互動；父親年齡及父母學歷會影響親子認同；母親學歷則影響親子溝通及親近感。
四、親子互動各層面與親子關係各層面均呈現顯著正相關。
根據研究結果，提出建議：開設親職教育課程、設計親子互動活動等，以增進親子互動品質及親子關係品質，促進幼兒身心健康發展。
Parent-child interaction and parent-child relationship are important factors influencing the healthy development of young children. This study aimed to explore the current status of parent-child interaction and parent-child relationship among 3 to 6-year-old preschoolers and their parents in the Zhonghe and Yonghe Districts of New Taipei City. It also analyzed the differences in parent-child interaction and relationship based on different background variables, as well as the correlation between parent-child interaction and relationship. The subjects of this study were 3 to 6-year-old preschoolers and their parents from preschools in the Zhonghe and Yonghe Districts of New Taipei City. Data were collected through questionnaire surveys. SPSS software was used for data analysis, with statistical methods including percentages, means, standard deviations, t-tests, one-way ANOVA, Scheffé's post-hoc comparisons, and Pearson's product-moment correlation analysis. The research results showed:
1.In terms of parent-child interaction status, the highest-scoring item for psychological interaction was "My child can feel the hardship of my housework," the highest for verbal interaction was "My child takes the initiative to tell me stories," and the highest for behavioral interaction was "When I'm tired, my child massages me."
2.Regarding the current status of the parent-child relationship, the highest-scoring item for parent-child communication was "My child tells me stories," the highest for parent-child identification was "My child follows my instructions," and the highest for parent-child intimacy was "I accompany my child in play activities."
3.Preschoolers and parents with different background variables exhibited differences in parent-child interaction and relationship. Fathers' education level, mothers' education level, and mothers' occupation affected psychological and verbal interaction with children; fathers' age and parents' education level affected parent-child identification; mothers' education level influenced parent-child communication and intimacy.
4.All aspects of parent-child interaction and parent-child relationship showed significant positive correlations.
Based on the research findings, recommendations are made to offer parenting education courses, design parent-child interaction activities, and enhance the quality of parent-child interaction and relationships to promote the physical and mental health development of young children. |
