本研究以屏東縣國小二年級的學生為研究對象，旨在分析兒童關懷行為之社會訊息處理歷程。研究結果顯示：社會訊息處理是兒童關懷行為的認知基礎。兒童表現多元、成熟而理性的關懷行為，但仍有待師長的教導，而訊息處理歷程宜增加自我保護機制，以維護兒童的身心安全。再者，同理心是助人的情感基礎，訊息處理則掌握認知思考，所以分析關懷行為的心智歷程，以Lemerrise and Arsenio (2000)訊息處理整合模式論點更為合理。故對於瞭解兒童關懷行為有互補效果。另外，師長可將訊息處理納入課程設計，協助兒童兼顧理性與感性的決策思考，在維護個人安全的前提下表現關懷行為，進而為人文素養奠下基礎。就未來研究而言，統整不同的理論與設計，或將自我保護的安全機制納入，這些議題都值得繼續探究。

This article explores Social Information-Processing [SIP] that underlie care behavior of elementary school children. The subjects were adopted by clustered sampling from the Pingtung area. The results reveal several important conclusions. First of all, most of children experienced six stages of SIP, so the approach was the cognitive basis when meeting the caring surroundings. Some children need to improve their SIP ability that they can’t handle it smoothly. Meanwhile, children need more instructions to perform better flexible, matured, and reasonable pattern of care
behavior. We may consider seriously how to add self- protection mechanism for children among the SIP. When children conduct the care behavior they need not only to empathy others, but also to have the ability of social information-processing,therefore, it is more reasonable to adopt an integrated model of emotion processes and cognition in social information processing for understanding the care behavior of children. Furthermore, the results also provide some valuable application for life education. Both of teachers and parents can design curriculum that would assist
children to experience and increase suitable care behaviors, and establish the humanistic cultivation in time for children. Finally, further research is expected that we could conduct different approach and design to clarify the social information-processing issue of children’s care behavior.