分離焦慮是焦慮的一種，通常出現(xiàn)在與父母分離或與所愛和依賴的人分離或面臨分離的威脅等情況下，是幼兒從自然人到社會人轉(zhuǎn)變過程中所發(fā)展起來的情緒。三歲左右的幼兒離開自己的父母和家庭來到幼兒園，情緒會很不穩(wěn)定，常表現(xiàn)為哭鬧、大喊大叫、拒食、拒玩、拒睡、拒人、默默無語等等，這就是通常所說的新入園幼兒的分離焦慮。新學(xué)年開學(xué)，適齡幼兒離開父母和家庭進入幼兒園小班游戲和生活，邁出了其社會化進程中重要的一步。很多的文章都是降低分離焦慮的措施，而這些分離焦慮的措施有哪些是真正有效的值得我們?nèi)ミM一步研究。于是本研究選擇廣州市某示范幼兒園的一個新生班為研究對象，采用觀察法對新入園的小班幼兒進行6周的在園跟蹤觀察，記錄其分離焦慮表現(xiàn)，并運用訪談法對教師、幼兒以及家長進行訪談，進一步了解影響小班幼兒新入園分離焦慮的多方面因素。

　　通過對資料和觀察記錄的整理與分析，本研究得出以下結(jié)論：小班幼兒新入園分離焦慮的特點：一是小班幼兒新入園分離焦慮表現(xiàn)以大聲哭、哭泣、喊著要爸爸媽媽為主，其次為依戀老師和依戀自帶物，哭鬧、默坐、不正常午睡甚至不午睡、不正常進餐、重復(fù)句子如"我要爸爸媽媽"和獨自游戲?qū)儆趥�別幼兒的分離焦慮表現(xiàn)；二是小班幼兒新入園分離焦慮出現(xiàn)的時間段主要集中在放假后的早晨入園、午餐及午睡時間前后，傍晚離園之前也有個別幼兒表現(xiàn)出較嚴重的分離焦慮；三是小班幼兒新入園分離焦慮表現(xiàn)在性別上有所差異，女孩出現(xiàn)分離焦慮的比例高于男孩且大多以較強烈的形式表達。

　　本研究對小班幼兒新入園分離焦慮現(xiàn)實表現(xiàn)的細致觀察，同時對現(xiàn)象進行總結(jié)分析與提升，得出一般的規(guī)律性的結(jié)論，并在此基礎(chǔ)上提出策略建議，通過研究降低新入園幼兒的分離焦慮措施的有效性，讓家長以及一線老師可以參考，也為我們即將畢業(yè)而進入幼兒園的老師提供一些建議，最終促進教師的專業(yè)成長，促進幼兒個性和社會性的健康發(fā)展。

　　關(guān)鍵詞：分離焦慮  新入園  有效性

　　Abstract

　　Separation anxiety is one kind of anxieties, it is the children's response to their separation with their parents, the ones who they love and depend on, or it appears at the time when their attachment was under threat. It's an emotion which develops when the children are being changed from natural man to people of society. When the Children about three years old leave the family and their parents to the kindergarten ,their emotion would be unsteady and most of them demonstrate such reactions as refusal to sleep, refuse to eat , refuse to go to the kindergarten, cry all the time, reject others to approach, and stay alone and so on , all these call separation anxiety. The children of their right age leave their parents and the family to enter the kindergarten at the beginning of the new term, it is an important process of their socialization, but for facing the long and direct separation with their parents, the children are undergoing the pain of separation anxiety. Although the passing phase separation anxiety of the children from the reception class has the same with anxiety, it still has its own characteristic. This research is based on a reception class from one kindergarten in Guangzhou city as study object, by using the methods of observation, the author observed the children of the reception class for 30 days and recorded the children's behavior .Carried out interviews on the children, teachers and parents to further investigate the factors, which affected the passing phase separation anxiety of the children from the reception class.

　　Through arranging and analyzing the data, the researcher reached the following conclusion:The separation was characterized by the following indications: first, loud cry and weep are appeared the most, attaching teachers and their own things are other main form of children's separation anxiety, sitting silently, cry and scream and so on just belong to individual; second, the passing phase separation anxiety of the children from the reception class usually occurred in the morning and the time for lunch and siesta, only a few were extremely anxious before leaving the kindergarten in the evening; third, it shows difference in the sex, the girls are more anxious than the boys and they generally express their separation anxiety by strong forms; fourth, there were some differences in the age，the younger groups' separation anxiety was more serious than the older groups'.