幼儿园“边缘儿童”个案研究及改进对策

A Case Study of “Marginal Children” in Kindergartens and Improvement Strategies

摘要: 边缘儿童是学前教育机构中，在情感和社会性方面处境不良的，一定程度上有别于普通儿童群体、有特殊需要的个别儿童。该类幼儿主要有情绪焦虑、行为偏差、交往不畅、游离群体四个特征。研究通过观察和访谈相结合的方法，对一所民办幼儿园的2名边缘儿童展开研究，结果发现家庭生态失衡是儿童边缘化的诱因，教师育人失职加剧儿童边缘化程度，同伴交往缺失加深儿童边缘化倾向。针对问题成因，研究提出可以从调整家庭生态环境，关注边缘儿童；提升教师育人质量，关爱边缘儿童；构建良好的同伴关系，接纳边缘儿童三方面来做出改进，帮助边缘儿童健康成长。

Abstract: Marginal children are individual children in pre-school institutions who are emotionally and socially disadvantaged, somewhat different from the general group of children, and have special needs. The four main characteristics of this group of children are emotional anxiety, behavioral deviations, poor interactions, and wandering from the group. The study was conducted on two marginal children in a private kindergarten through a combination of observation and interviews, and it was found that family ecological imbalance was a causative factor of children’s marginalization, teachers’ parenting failure exacerbated the degree of children’s marginalization, and the lack of peer interactions deepened the tendency of children’s marginalization. In view of the causes of the problem, the study suggests that improvements can be made in three aspects: adjusting the family ecological environment to pay attention to marginal children; improving the quality of teachers’ parenting to care for marginal children; and constructing good peer relationships to accept marginalized children, so as to help marginal children grow up healthily.