在國人生育率日低、少子化情況日益嚴重的臺灣社會中，總人數持續攀升的新移民子女教育議題值得政府與社會大眾的正視。2014年，政府通令各縣市教育局於當年9月起，推動新移民子女優先進入公立幼托園所就讀之政策，明言滿五歲的新移民子女可優先提早進入幼托園所就讀。為了解新移民子女依優先入園政策進入幼托園所大班就讀後之人際互動表現，本研究以現場參與觀察方式為主，並輔以相關人員之訪談分析，據以建構優先入園新移民子女人際互動之狀況。經過兩個月觀察個案的尋覓期，最後決定以就讀公立托兒所且為同一班的新移民子女—男、女幼童各一名（其母親一人來自大陸、一人來自越南），前後共觀察九個月，直到二名新移民子女從大班畢業始停止；期間並輔以訪談與學童作業分析，以獲取觀察個案更多的訊息。研究發現，在此過程中，教師之角色舉足輕重，影響新移民子女人際關係的建立；新移民子女重視同儕的存在與友誼，從同儕互動中培養自信，並藉由遵守同儕活動的規定，從中培養守法精神及與同儕的相處，增加人際溝通的技能。

The purpose of this study was to examine interpersonal interaction of new immigrant children who had the priority to go to the kindergarten. Taking a qualitative research approach, the observational study was used. There are case studies of two children, a boy and a girl, who are 5 years old. In the first case, the mother of Hsiao-cheng came from China who can speak good Chinese. In the second case, the mother of Hsiao-ting came from Vietnam. In this study, an observation and interview are used. Results demonstrate that teacher involvement was important in interpersonal interaction of new immigrant children. The welfare policy of new immigrant children had direct effects on peer relationship. It can give these children more choice to interact with others.