学前普通儿童与自闭症儿童社会互动现状及促进策略

An Investigation on the Social Interaction of Preschool Normal Children and Children with Autism

本研究采用问卷调查法对北京两所实施融合教育的幼儿园的116名学前普通儿童与自闭症儿童的社会互动现状进行调查,结果发现学前普通儿童与自闭症儿童互动的动机、行为及总体互动情况处于中等以上水平,互动策略低于中等水平;互动动机得分显著高于互动行为和互动策略,互动行为得分显著高于互动策略;受到教师引导较多的、年龄较长的、经常与自闭症儿童接触的学前普通儿童在互动动机、行为、策略上表现更佳。为促进学前普通儿童与自闭症儿童的社会互动,不仅应加强对学前普通儿童的引导,提升自闭症儿童的社交能力,而且应创建全员参与的融合教育氛围,切实提高学前普通儿童与自闭症儿童相处的时间及接触程度。

The questionnaire survey was conducted to investigate the current situation of the social interaction between 116 ordinary preschool children and children with autism in two inclusive kindergartens in Beijing. It was found that when interacting with children with autism, preschool normal children＇s interactive motivation, behavior and overall social interaction were above the middle level, but the interactive strategy below the medium level; the score of their interactive motivation was significantly higher than that of interactive behavior and interactive strategy, and the score of interactive behavior was significantly higher than that of interactive strategy; ordinary preschool children who are older and have more guidance from teachers and more contact with autistic children usually had better interactive motivation, behavior and strategy. To promote the interaction between preschool normal children and children with autism, kindergarten should not only strengthen typical children＇s interactive strategy and autistic children＇s interactive ability, but also give them more time and chance to interact with each other under teachers and parents＇ support.