国内学前儿童入园分离焦虑研究述评

A Literature Review on Separation Anxiety of Preschool Children in China

通过文献综述法对中国学前儿童入园分离焦虑的影响因素、预防和干预措施等方面的研究进展进行综述,发现缓解入园焦虑的方法是目前该领域的研究重点。在缓解入园焦虑的策略研究方面,缓解措施由"被动应对"向"主动预防"过渡,采取措施的人员经历了"教师—家长—家园共育"的发展过程,采取的方法也从单一到整合。研究方法也从以经验总结式为主,逐步过渡到以观察、访谈、个案研究为主。

The studies about preschool children＇s separation anxieties when they start their kindergarten have been explored for nearly 30 years in China. The research area has moved from behavior characteristics, development law, and contribution factors to intervention methods for relieving. Specifically, the intervention model have turned from the Passive Response Model to Active Prevention Model, and the intervention staff have changed from teachers or parents solely to teacher-parents cooperation. The approach of multiple methods integration was implemented more than before. In terms of research methods, many literatures employed observation, interview and case study.