目的 探讨假想伙伴(imaginary companion,IC)对5~6岁儿童同伴接纳发展的影响。方法 采用分层随机取样的方法选取101名5~6岁儿童。首先采用双向访谈法(double interview process)对所有儿童是否存在假想伙伴的现象进行判定,然后采用同伴提名法(peer nominations)对所有儿童的同伴接纳进行评估。结果 1)在101名被试儿童中,有31名儿童存在假想伙伴的心理现象,占总体的30.7%,其中假想伙伴的形式主要为客观实物,幻想伴从仅占很少的部分;2)有无假想伙伴的儿童在同伴接纳不同类型上的分布差异有统计学意义(χ2=9.011,P＜0.05),存在假想伙伴的儿童更多地被纳入受欢迎组,更少的被纳入被拒绝组;3)在同伴接纳的不同维度上,假想伙伴是5～6岁儿童社会选择分有效的预测变量,贡献率ΔR2=0.09。结论 假想伙伴作为5～6岁儿童假装游戏重要且较为复杂的表现形式之一,客观上为儿童同伴关系提供了预演的机会,有可能会促进其同伴接纳向积极的方向发展。
Abstract
Objective To explore the influences of imaginary companion on 5 to 6 years old children's development of peer acceptance. Methods Firstly double interview process was used to determine who had imaginary companions or not.Secondly peer nomination was used to evaluate the development of peer acceptance of all the children. Results 1)Among the 101 participants,31 children had one or more imaginary companions,accounting for 30.7% of the total.Most imaginary companions were personified objects and the fantasy imaginary companions only accounted for a very low percent of them.2)According to the results of Chi-Square test,the distribution of imaginary companion on different peer acceptance type was significant different (χ2=9.011,P＜0.05).The children with imaginary companions were more divided into the accepted group and less divided into the rejected group.It seemed that they were more popular among the peers.3)According to the different dimensions of the peer acceptance,the imaginary companion was an effective predict factor for the social choosing scores(ΔR2=0.09 ). Conclusion As one of the most important and complicated pretend play of 5 to 6 years old children,the imaginary companion provides a chance of rehearsal for the children's peer relationship objectively,it may have a positive influence on the children's development of peer acceptance.
关键词
5～6岁儿童 /
假装游戏 /
假想伙伴 /
同伴接纳
Key words
5～6 years old children /
pretend play /
imaginary companion /
peer acceptance
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