本研究旨在探討幼教師覺知幼兒在幼兒園中呈現的問題行為及使用的輔導策略。總計23位現職教師自願參與，接受個別訪談與質性研究分析。研究結果發現教師知覺幼兒的問題行為，分為入學過程中、身心因素與家庭社會因素所導致的行為適應困難。在介入輔導方面，教師採取行為、認知與人文學派等策略，且強調親師合作。本研究結果有助於瞭解國內幼教師在與這些行為困擾幼兒相處時的挑戰，並以此反映他們的專業知能。

The purpose of the study is to explore what kinds of problem behavior the young children have and how the kindergarten teachers intervene them. Twenty three teachers volunteered to participate in the study. The researchers collected data through one to one in-depth interviews with those teachers. And an open-coding strategy is the way to analyze data. The research findings indicate that the young children's problem behaviors are adjustment difficulties which derived from school entrance process, psychophysical factors, family and social factors. In terms of the intervention strategies, the kindergarten teachers use behavior approach, cognitive approach, and humanistic approach. Besides, those teachers also emphasize the cooperation between teachers and parents. The research findings reveal the degree of professional knowledge and challenge that Taiwan kindergarten teachers have when they work with problem behaviors in children.