學齡前兒童之母親遊戲行為與依戀關係、文化因素之探討

Abstract

儘管父親較常扮演孩子的玩伴角色，但母親與孩子的遊戲互動亦有其功能存在。本研究以量化分析方式，探討學齡前兒童的母親與孩子於實驗室從事親子自由遊戲時，母親遊戲行為之中有助於增加兒童安全依戀的敏感度、應答性等特質，以及從跨文化的研究發現可以傳達華人文化價值觀的教導特質，這兩種概念在華人母親於狹小空間與短暫遊戲情境中所呈現的情況。研究一共有30對居住於大台北地區的中產階級母子（女）參與，兒童平均年齡為4歲10個月，以家訪程序取得受試兒童的依戀Q分類，並藉由實驗室十五分鐘之親子自由遊戲互動觀察母親之遊戲行為特性。本研究的獨變項為依據受試兒童的安全依戀分數區分為安全依戀組與不安全依戀組，依變項則有「讚美與情感表達」、「肢體干擾」、「應答性」、「敏感度」等七個母親遊戲行為向度，以及透過與專家效標比較的「安全母親遊戲分數」。研究結果並沒有發現不同依戀組別的母親於敏感度與應答性的表現、以及安全母親遊戲分數上的組間差異，而在其他母親遊戲行為向度上也只有發現安全依戀組的母親之肢體干擾行為較高於不安全依戀組的母親。研究二納入文化因素的探討，受試者除了研究一代表台灣地區的30對母子（女）之外，尚有居住於美國紐約長島地區中產階級的16對母子（女），美國受試兒童的平均年齡為4歲5個月。實驗室程序與研究一相同，獨變項則為兒童性別與文化（台灣、美國），依變項包括了「讚美與情感表達」、「教導與命令」、「興奮程度」、「應答性」等七個母親遊戲行為向度，以及透過與專家效標比較的「機會教育遊戲分數」與「培養自尊遊戲分數」。研究結果支持了過往的質化研究發現，華人母親較容易於親子自由遊戲中出現教導與命令行為，且較為符合善用機會教育之遊戲行為模式。

The present study attempted to discuss how maternal sensitivity and responsiveness which have been indicated to the development of a secure relationship and maternal teaching behaviors implied Chinese values were displayed during a short-term laboratory free play session. 30 mothers and their preschoolers from Taipei participated in Study 1. All dyads were observed at home by AQS, maternal behaviors during play were observed in a 15-minute laboratory session by QMP-2nded. Two groups were classified as “secure attachment” and “insecure attachment”. The dependent variables included “physical interruption”, “responsiveness”, “sensitivity” etc. which represented different dimensions of maternal play and another one was “secure maternal playing score”. No significant differences were existed in maternal sensitivity and responsiveness, and “secure maternal playing score” between the securely and insecurely attached children. Mothers of securely attached children exhibited more “physical interruption” than did mothers of insecurely attached children. In order to understand the cultural effect, the subjects in Study 2 included 30 dyads from Study 1 (Taiwan) and 16 dyads from Long Island New York. The independent variables were “gender” and “culture”. The dependent variables included “praises and affections”, “teaching & directives”, “responsiveness” etc. which represented different dimensions of maternal play from QMP-1, and two scores of playing concept which were based on different socialization goals. The result of this study confirmed previous findings from ethnographic approach that Chinese mothers are more likely to use teaching and directives, and apply “opportunity education”