本研究探討教室獎懲制度之訂定與實施，以及幼兒的看法。透過立意取樣擇取一所明確執行獎懲制度的幼兒園進行探究，收集觀察和訪談資料進行分析。研究發現，該班的獎懲制度是由教師單向所訂定，且於一開學即告知幼兒，之後，還會因幼兒的某些行為而增加獎懲規條。獎懲制度的實施，除了按規定一致性地執行外，還用口頭提醒無效後再懲處，以及殺雞儆猴的方式。另外，也因應個別差異而有「個別條款」，以及採用忽略的方式。在幼兒看法方面，一致性地都很喜歡被記圈得獎賞。然而在被記叉方面，常被記圈的幼兒會覺得不舒服，但是常被記叉的幼兒卻是較無所謂。最後，幼兒對某些規範的理解是與教師的理解有落差。

This study collected observation data and interview data to investigate the formulation and implementation of classroom reward and penalty system as well as young children's point of view. The result found that the teachers set the rules of reward and penalty by themselves, and the teachers informed children those rules as soon as the school began. Afterwards, new rules were added according to children's certain behavior. In the implementation of reward and penalty system, in addition to the consistent implementation of the set rules, the teacher also gave verbal reminder before giving penalty, and employed the method of punishing someone as a warning to others. Besides, the teachers set ＂individual rules＂ and used ignoring method in response to individual differences. In terms of young children's views, all children consistently liked the reward of circles to get presents. However, referring to penalty, children who were often rewarded with circles felt uncomfortable when they got crosses, but those who were often warned with crosses felt indifferent when they got crosses. In conclusion, there is a gap between young children's understanding of certain norms and teachers'.