Field T, Gewirtz J L, Cohen D, Garcia R, Greenberg R, Collins K
Child Dev. 1984 Apr;55(2):628-35.
The leave-taking and reunion behaviors of infants, toddlers, preschoolers, and their parents were observed as the children were "dropped off" and "picked up" at their nursery school each day. On arrival at their classroom, infants and toddlers related primarily to their parents, whereas preschoolers related to their teachers. Girls more frequently engaged in interaction with their teachers, and boys more frequently approached the children's play activities. Distress behaviors during the parents' departures were most frequently shown by toddlers, and the toddlers' parents hovered about them and " sneaked out of the room" more frequently. Children dropped off by mothers versus fathers showed more attention-getting behavior and crying, and mothers versus fathers engaged in more "distracting-the-child" behaviors and showed a longer latency to leave the classroom. During the second semester of observations parents and children spent less time relating to each other during leave-taking, children protested the departures less frequently, and the parents left the classroom more quickly. Regression analyses on distress behaviors during leave- takings and ambivalent behavior during reunions suggested that parent behaviors such as verbal explanation, distracting the child, latency to leave, and " sneaking out of the room" were correlated with children's distress and leave-taking distress was related to ambivalent behavior at reunion.
每天在幼儿园“送孩子”和“接孩子”时，观察婴幼儿、学龄前儿童及其父母的道别和团聚行为。到达教室时，婴幼儿主要与父母互动，而学龄前儿童则与教师互动。女孩更频繁地与教师互动，男孩更频繁地参与儿童游戏活动。父母离开时，幼儿最常表现出苦恼行为，幼儿的父母也更多地在他们身边徘徊并更频繁地“悄悄离开房间”。与由父亲送园的孩子相比，由母亲送园的孩子表现出更多引人注意的行为和哭泣，与父亲相比，母亲更多地采取“分散孩子注意力”的行为，且离开教室的延迟时间更长。在观察的第二学期，父母和孩子在道别时相互交流的时间减少，孩子抗议父母离开的频率降低，父母更快地离开教室。对道别时的苦恼行为和团聚时的矛盾行为进行回归分析表明，父母的言语解释、分散孩子注意力、离开延迟以及“悄悄离开房间”等行为与孩子的苦恼相关，且道别时的苦恼与团聚时的矛盾行为有关。
