I
唫 II
IQ III
Temperament Assessment Battery for Children, TABC PPVT-R I
Peer Interactions of Children Born to Southeast Asian Immigrant Parents in TaiwanA Case Study Chen, Hsueh-Yi Abstract The study aimed to investigate factors related to peer interactions of young children born to Vietnamese immigrants in Taiwan. The research question was how family backgrounds and children s language ability were associated with young children s peer interactions. Case study design was adopted for this study. The participant was a six-year-old girl attending a kindergarten at Taipei County. The methods to collect data included non-participatory observation at home and school, interviews of parents, teachers and peers and collections of school documents. In addition, three measurements were also conducted to the participant: TABC, PPVT-R, and The Test for Children s Oral Expression. The results indicated (1) family interaction styless and the child s pro-social behaviors were positively associated with her peer interaction. She was well liked by peers. (2) Parental conversational styles were negatively associated with her pattern of peer interactions. (3) Her limited language ability sometimes became an obstacle to her peer interactions. The implications for schoolteachers and policy makers were included. Key Words: Children of Immigrant Families, Southeast Asian Immigrant Parents, Peer Interactions, Family Interaction Styles, Language Ability. II
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7.4 2004.11.11 1
Noller Callan, 1991 1995 1992 1995 Corsaro2001 2
Buhs Ladd, 2001 尙 2003 2004 2004 2004 2005 2004 2005 2003 2004 2003 2003 3
2004 2005 2004 2004 2005 4
5
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peer interaction peers Azmitia1998 2004 7
2000 1960 2000 GATTGeneral Agreement on Tariffs and Trade WTOWorld Trade Organization 8
2002b 1980 2001 1980 arranged marriage 2000 1990 Ishii, 1996 2002 2000 2001 2000 9
2000 2000 2000 2001 1991 1997 1994-1996 2000 2000 1996 2001 54 2002a 1998 15041 2002 33840 2003.8.26 2004.09.13 1987 2004 8 32 7449 2003 3.1 1 2004.11.11 2003 13.4 7.4 10
5.1% 15% 75% 2003 2003 1999 2004.05.27 2003 79.93 31.22 26.11 68.62 28.80 28.40 2003 55.6% 33.5% 43.2% 56.8% 2002b 11
2004 2002a 2001 2000 2002 2003 37.0% 42.1 14.2% 2.2% 1.3% 0.9% 0.3% 1.9% 2003 1999 1999 76% 2001 12
22% 2003 1 2 10 ~20 2004 100 30,040 3,413 26,627 2004 52,000 4,777 2 2004 50 32 18 13
2004 2003 2000 109 63.6 10 100 2002 102 26.47 2004 2004 154,289 99.6 0.1 0.1 0.2 2.1 1992 14
2004 74 26 2003 2004 50 34 56 2004 4 15
2003 2004 2004 2004 24 28 28 14 24 2004 2004 6 2003 16
2004 2004 2004 2004 2004 2004 2004 2004 2004 65.5 27.6 3.4 1.7 62.7 28.8 5.1 3.4 17
2000 2003 2004 18
2003 Coloured Progressive Matrices CPM 2004 Coloured Progressive Matrices CPM 2004 2004 2004 2004 7 2004 2003 2003 19
2004 2004 35 22 2004 4 2004 2005 2004 2003 2199 732 33.29 458 20
20.83 838 38.11 2004 34.5 2004 2003 2004 2004 2005 2003 2005 2004 2003 2004 2004 138 16 2004 4 21
2004 2004 2004 2004 2004 80 568 32.5 23.75 21.25 16.2 9.15 8.8 7.5 7.5 6.25 6.25 22
1995 2000 Rubin,1988Whaley Rubenstein,1994 2000 1995 Santrock Yussen, 1989 2001 23
Ladd Price, 1987Mendez, Fantuzzo Cicchetti, 2002Rubin, 1980 Santrock Yussen, 1989 2001 静 1999 Ladd1990 Buhs Ladd2001 Ladd 1997 peer acceptance (Mendez, Fantuzzo, Cicchetti, 2002) 24
1988 2000 2001 1995 Hartup1979 1995 1999 1996 1988 Rizzo, 1989Yu, 1994 1984 1995 Berndt, 1996Youniss, 1980 1999 1998 25
Harup,1991Sroufe,1979 Harup 1991 1992 Bishop Inderbitzen, 1995 2001 2001 26
Peer Group 1988 2001 1988 Jacobson 1981 1995 1988 1999 1994 27
Santrock Yussen, 1989 1988Maccoby Feldman1972 1995 Rubin, 1980 2003 1998 2000 1988 1984 1998 1989 1996 1987 1994 1986 2000 2003 28
1999 2004 2004 1995 2004 2004 2004 2005 2003 2005 2004 2003 2004 2000 2000 2003 2003 2000 2-1 2-1 1984 197 4 6 1986 160 4 6 1. 2. 3. 4. 29
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2-1 1998 40 1. 2. 1998 30 1999 5 1. 2. 2000 10 1. 2. 2000 1. 2. 2000 137 3 5 1. 2. 3. 31
2-1 2003 862 1. 2. 2003 1 1. 2. 2003 3 1. 2. 3. 4. 2004 1 10 1. 2. 3. 2004 30 1. 2. 32
2-1 2004 18 1. 2. 3. 4. 2004 7 1. 2. 3. 2005 1 1. 2. 3. 33
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2001 1998 1998 1992 1992 1986 Young & Gooper 1944 30 1981 Coie, 40
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Ladd & Price, 1987Mendez, Fantuzzo, & Cicchetti, 2002Santrock & Yussen, 1989 1995 1986 Coie 2003 Maters Furman1981 Coie 2003 1981 Corsaro 1985 Howes 1992 42
Mendez, Fantuzzo, & Cicchetti, 2002Mendez, Fantuzzo, & Cicchetti2002 Hazen & Black 1989 1994 2004 30 2004 5 13.1 2004 2004 Mendez, Fantuzzo, & Cicchetti, 2002 43
1989 2003 1996 1989 2003 1996 1986 1987 1989 1463 2003 1996 862 734 1986 1987 160 122 Kohn Maccoby 1979 1980 2000 1996 44
1992 2001 Baumrind 1995Kolvin, Garside Nicol 1977 1996 1992 2000 1986 45
199 Roff Sell Gloden 1992 1996 1987 1989 Bowlby Attachment 1994 1991 1992 Erwin 1993 2003 46
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case studies 2004 1987 Yin1994 57
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T1 20050505 67
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1 2 3 4 Peabody Picture Vocabulary Test-Revised, PPVT-R Temperament Assessment Battery for Children, TABC triangulation non-participant observation 1. 2. 3. 69
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3-7 Credibility Transferability 89
3-7 2000 Dependability Comparability 90
1998 informed consent 91
2003 anonymity: reciprocity 2003 92
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159
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20057 9 2006 7 26 29 PECERAPacific Early Childhood Education Research Association 163
2004 http://www.ris.gov.tw/ch4/0930617-1.html 2004.09.13 http://www.ris.gov.tw/ 2004.05.27 92 2004 22 http://www.moi.gov.tw/stat/ 2004.11.11 2004 1 10 2004 47 http://www.moi.gov.tw/stat/ 2003 http://www129.tpg.gov.tw/mbas/income.htm 2003.8.26 http://www.stat.gov.tw/public/attachment/411116185771.doc 1997 2004 2000 1-27 1995 1997 164
4 1429-1443 1989 299-151 2004 271-88 1992 1998 2004 2004 22-35 2004 1987 1991 Temperament Assessment Battery for Children, TABC 2002 1999 10123-154 2000 11137-170 2004 ()(2004)Bogdan, 165
R. C., & Biklen, S. k. 3 2004 () 3 2004 2000 1995 -- 2003 1988 Smith, C. A. 2000 1995 1-17 2005 1998 -- 3630-34 2004 304172-174 1995Shaffer, D. R. 2003 166
1999 1999 23141 108-117 2003 2004 117-148 2000 2004 2004 4417-12 1998 2003 1169-92 1996 1996 141-158 2004 16279-306 2004 5-6 1996 1112-13 167
1996 2002 1994 2005 2000 1992 1516-17 1995 2002 2000 2001 1999 1999 277-284 1987 63-94 2004 66-91 2003 3568-75 2004 168
2004 52-65 1981 49-110 1998 Peabody Picture Vocabulary Test-Revised, PPVT-R 2005 2005 1991 2000 1991 1994 Papalia, D. E., & Olds, S. W. 2004 () 3 69-104 1999 2000 3945-92 2002a 169
2002b 3945-92 2000 1-26 1989 2004 37-72 1981 2005 Miles, M. B., & Huberman, A. M. 1 110-191 1999 NSC 88-2314-B-037 1987 1998 31-39 2003 2004 11-31 2003 1989 170
2003 Fraenkel, J. R., & Wallen, N. E. 4 2003 1988 2003 2003 2005 2003 2005 2005 2005 1-24 1986 1984 1998 171
NSC 88-2413-H-152-004 1998 17169-189 2001 2004 208-239 2004 106-116 2004 106-116 2004 2002 2005 2000 2001 Ramsey, P. G. 2004 172
2004 1989 2209-277 2002 1996 195-221 1992 2003 15189-205 88 12 259-284 173
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