EXPLORATION OF THE APPLICATION OF MIND INTERPRETATION TRAINING IN SOCIAL BEHAVIOR OF STUDENTS WITH AUTISM

ABSTRACT

THIS QUALITATIVE STUDY EXPLORES PARENTAL PERSPECTIVES AND DECISION-MAKING PROCESSES REGARDING YOUNG CHILDREN'S ENGAGEMENT WITH ELECTRONIC DEVICES IN MACAO. DATA WAS COLLECTED THROUGH SEMI- STRUCTURED, IN-DEPTH INTERVIEWS WITH 15 PARENTS OF YOUNG CHILDREN. THE RESEARCHER ANALYSED THE INTERVIEW CONTENTS AND SYNTHESIZED THE FINDINGS WITH RELEVANT LITERATURE AND THEORETICAL SUPPORT, RESULTING IN THE FOLLOWING KEY INSIGHTS: 1. PARENTAL ATTITUDES TOWARDS CHILDREN'S USE OF ELECTRONIC DEVICES WERE FOUND TO BE DISTINCTLY POLARISED. PARENTS WITH A MORE OPEN ATTITUDE VIEWED ELECTRONIC DEVICES AS AN INEVITABLE PART OF MODERN LIFE, SUGGESTING THAT EXCESSIVE RESTRICTIONS MIGHT HINDER CHILDREN'S DEVELOPMENT. IN CONTRAST, PARENTS WITH A MORE CONSERVATIVE PERSPECTIVE EMPHASISED THE DEVELOPMENTAL RISKS OF EARLY EXPOSURE. THREE PRIMARY FACTORS INFLUENCED PARENTAL ATTITUDES; THE PARENTS’ LEVEL OF PROFESSIONAL KNOWLEDGE IN EDUCATION, THEIR OWN USAGE HABITS, AND THEIR SENSE OF PARENTAL SELF-EFFICACY. ADDITIONALLY, PARENTAL BEHAVIOURS HAD A MODELLING EFFECT ON CHILDREN'S USAGE PATTERNS, DIRECTLY CORRELATING WITH THE STRINGENCY OF THEIR MANAGEMENT STRATEGIES. 2. REGARDING CHILD DEVELOPMENT, PARENTS GENERALLY RECOGNISED THE EDUCATIONAL VALUE OF ELECTRONIC DEVICES, PARTICULARLY THE ABILITY OF MULTIMEDIA INTERACTIVITY TO ENHANCE LEARNING ENGAGEMENT AND FACILITATE KNOWLEDGE ACQUISITION. HOWEVER, THEY ALSO EXPRESSED CONCERNS ABOUT THE POTENTIAL RISKS IN THREE DEVELOPMENTAL DOMAINS: PHYSIOLOGICAL DEVELOPMENT (E.G., VISUAL EYE STRAIN, SEDENTARY BEHAVIOUR), PSYCHOLOGICAL DEVELOPMENT (E.G., ADDICTION, REDUCED SOCIAL INTERACTION), AND COGNITIVE DEVELOPMENT (E.G., DIMINISHED ATTENTION SPAN, FEWER OPPORTUNITIES FOR PRACTICAL LEARNING). PARENTS WITH PROFESSIONAL KNOWLEDGE OF CHILD DEVELOPMENT TENDED TO ADOPT MORE COMPREHENSIVE ASSESSMENT PERSPECTIVES AND BALANCED USAGE STRATEGIES. 3. THE STUDY IDENTIFIED THREE PRIMARY CONTEXTS IN WHICH PARENTS PROVIDED ELECTRONIC DEVICES TO THEIR CHILDREN: FIRST, AS A RESPONSE TO PARENTING STRESS, WHERE PARENTS USED DEVICES TO GAIN BRIEF RESPITE OR MANAGE HOUSEHOLD TASKS; SECOND, AS BEHAVIOURAL MANAGEMENT TOOLS, USING DEVICES FOR REWARD AND PUNISHMENT MECHANISMS, SUCH AS ENCOURAGING GOOD BEHAVIOUR, BOOSTING LEARNING MOTIVATION, OR SOOTHING CHILDREN IN SPECIFIC SITUATIONS (E.G., DURING ILLNESS OR MEALTIME); AND THIRD, AS INFLUENCED BY EXTERNAL ENVIRONMENTAL FACTORS, INCLUDING CAREGIVING DIFFERENCES (E.G., GRANDPARENTS, DOMESTIC HELPERS), THE TECHNOLOGICAL EMPHASIS IN EDUCATIONAL SETTINGS, AND PEER INFLUENCE ON CHILDREN'S SOCIAL INTERACTIONS. III 4. IN TERMS OF MANAGEMENT STRATEGIES, PARENTS PREDOMINANTLY EMPLOYED THREE APPROACHES: RESTRICTIVE MEDIATION, FOCUSING ON CONTROLLING SCREEN TIME AND FILTERING CONTENT; TECHNICAL MEDIATION, INVOLVING THE USE OF DEVICE SECURITY SETTINGS AND APPLICATION RESTRICTIONS; AND ALTERNATIVE ACTIVITY PLANNING, SUCH AS ENCOURAGING CHILDREN TO ENGAGE IN CONSTRUCTIVE PLAY AND ARTISTIC ACTIVITIES. HOWEVER, THE STUDY REVEALED THAT PARENTS LESS FREQUENTLY UTILISED ACTIVE EDUCATIONAL MEDIATION (E.G., DISCUSSING CONTENT, SHARING EXPERIENCES) AND CO-VIEWING STRATEGIES (E.G., JOINT PARENT-CHILD USAGE, INTERACTIVE LEARNING). BASED ON THESE FINDINGS, THE RESEARCHER PROVIDES RECOMMENDATIONS FOR PARENTS, SCHOOLS, EDUCATORS, AND GOVERNMENT AGENCIES TO ESTABLISH A MORE COMPREHENSIVE AND SUPPORTIVE FRAMEWORK FOR YOUNG CHILDREN'S USE OF ELECTRONIC DEVICES AND RELATED SERVICES. 本研究採用質性研究方法，探討澳門家長對幼兒使用電子產品的觀點及決策因由，透過半 結構式深度訪談，收集 15 位育有幼兒之家長的經驗與看法。研究者根據訪談內容進行分析 討論，並輔以相關文獻和理論支持，歸納出以下研究結果: (一) 家長對幼兒使用電子產品的態度呈現明顯的兩極分化:持開放態度的家長視其為時代 趨勢，認為過度限制可能阻礙幼兒發展;持保守態度的家長則強調提早接觸電子產品可能帶 來發展風險。研究發現，家長的態度主要受三個因素影響:教育專業知識水平、個人使用習 慣，以及親職效能感。此外，家長的行為會通過示範效應影響幼兒的使用模式，並直接關係 到其管理策略的嚴格程度。 (二) 在幼兒發展方面，家長普遍認同電子產品的教育價值，尤其是其多媒體互動特性能提 升學習投入度及知識獲取。然而，家長同時關注其潛在風險，這些風險主要集中在三個層 面:生理發展(如視力損害、久坐問題)、心理發展(如沉迷、社交互動)、認知發展(如 專注力、實踐機會)。研究發現，具備幼兒發展專業知識的家長更傾向採取全面的評估視角 和均衡的使用策略。 (三) 家長提供電子產品予幼兒的三個主要情境包括:首先是因應育兒壓力，家長表示會透 過電子產品獲得短暫休息及處理家務的時間。其次是行為管理工具，家長運用電子產品進行 獎懲，包括鼓勵良好行為、提升學習動機，以及在特定情境下(如幼兒不適或進食)作為安 撫工具。第三是受外在環境因素的影響，主要來自三方面:替代照顧者(如祖父母、家傭) 的管教差異、教育環境的科技化趨勢，以及同儕使用經驗對幼兒社交需求的影響。 (四) 在管理策略方面，家長主要採取三種調解方式:限制性調解，著重於使用時間管控與 內容篩選;技術性調解，運用設備安全管理功能與應用程式限制;替代活動規劃，包括引導 幼兒參與建構性遊戲與藝術創作等。研究發現，家長較少採用具教育意義的指導性調解(如 內容討論、經驗分享)和社交共賞(如親子共同使用、互動學習)策略。   基於上述研究發現，研究者分別對家長，學校及教師、以及政府部門提出建議，期望建立 更適切且全面的幼兒電子產品使用框架及相關支援服務。