以生態系統理論之配對觀點探討兩歲幼兒轉銜家庭與幼兒園之研究

Two-Year-Old Child’s Transition from Family to Preschool: A Dyad Perspective

本研究以生態系統理論之配對關係觀點，探討一位兩歲兒從家庭進入幼兒園的銜接經驗。研究採取參與觀察及訪談方式蒐集資料。研究發現，幼兒「兩歲」上學，增添家庭內部各種配對關係的角力，其中的母子、夫妻、婆媳配對關係，都牽動幼兒在園的表現；同時，親子配對關係中除了幼兒以外的另一方的轉銜準備、親師關係的流動以及師生關係的消長，也相互糾葛牽動幼兒的適應，進而呈現出轉銜為持續且動態的歷程的結果。

The purpose of this study was to understand a two-year-old child’s experience of family-preschool transition， taking the dyad perspective of Bronfenbrenner’s ecological systems theory. Participant observation method and interviewed were used to tap into the complicated interconnected networks among child， family， and preschool. Data were analyzed with dyad perspective. The results included: 1)not only mother-child dyad but also the others dyad in the family effected child adjustment， 2)both of parents and child needed transitions， 3)the power between parents and teachers， the relationships between child and teachers effected child adjustment， 4)transitions were an ongoing and dynamic processes.