本研究比較159位幼兒在兩種美語課程型態（即全美語或時段美語）中所表現壓力指標行為的差異，並探討幼兒壓力行為其所接受課程之發展適性（Developmentally Appropriate Practice, DAP）程度及幼兒個人特質等因素之間的關聯性。結果顯示：在單位時間內，全美語課程中的幼兒壓力行為總數顯著高於時段美語課程中的幼兒。另外，迴歸分析的結果指出，對壓力行為具有顯著解釋力的預測變項有四：是否為全美語課程課程DAP的程度和幼兒的適應性與情緒強度等氣質。根據研究結果我們的結論和建議是：1.全美語課程中幼兒壓力行為總數較時段美語課程高的現象值得注意；2.無論是全美語或時段美語課程，其符合DAP的程度都和幼兒壓力行為多寡有關，DAP原則值得幼兒美語教育工作者在課程設計和評鑑上參考；3.幼兒在氣質上的個別差異影響課程中的壓力行為，因此需要家長和教師在互動或課程中給予特別的考量。

This study compared young children's stress behaviors in two types of English as Foreign Language (EFL) classrooms: full-time immersion and non-full-time classrooms. Correlations among young children's stress behaviors, Developmentally Appropriate Practice (DAP) extent of curriculum received, and individual temperament factors were also reported. Results show: in per unit time, the sum of young children stress behaviors in full-time classrooms is significantly higher than that of young children in non-full-time classrooms. In addition, results of regression analysis indicate that four predictor variables have significant explanatory power on stress behaviors: full-time immersion classrooms, extent of curriculum DAP, adaptability of young children, and emotional strength of young children. Based on the results, our conclusion and suggestions are: (1) more attention needs to be paid to young children's stress behavior in full-time immersion classrooms; (2) the extent of DAP in both full-time immersion and non-full-time classes are correlated to young children's stress behaviors. Therefore, English educators for young children are suggested to take DAP principles into consideration when designing curriculum and developing evaluation criteria; and (3) young children's individual differences in temperament characteristics have influence on stress behaviors. Parents and teachers need to be very careful about the effects of certain temperament characteristics on adult-child interactions in the curriculum.