This study aimed at exploring the correlation of pre-school students’ parent-child relationship and their performance on Kinetic Family Drawing(KFD). Furthermore, the study analyzed the different characteristics revealed on the drawings between the students who had good parent-child relationship and poor child-parent relationship. Also, interviews were employed to better understand the performance of these two groups. A sample of 156 pre-school students from third grade of one kindergarten in Macao participated in this study. There were 76 students selected to form two groups, based on their performance on the Pre-School Children's Parent-Child Relationship Scale 37 students were in the good parent-child relationship group and the other 39 students were in poor parent-child relationship group. Three students from each group were selected to participate the follow-up interview. Descriptive statistics, Chi-square tests and point-biserial correlation were used for quantitative data analysis. Semi-structured interview was also employed to collect qualitative data for analysis. The main findings were as following: 1. There were significant difference between good parent-child relationship group and poor parent-child relationship group (cooperative mom and self between family members) on graphic indicators of the KFD. 2. There were significant positive correlation between some parent-child relationship indicators (lining at top, upper and lower part of body not in proportion, self who stand out of the whole family, short arms of self, long arms mother, communicating mother, cooperative mother) and some parent-child relationship subscales of Pre-School Parent-Child Relationship Scale. And there were significant negative correlation between some parent-child relationship indicators ( self who between family members, body completion of self, body completion of father, body completion of mother, short arms mother, father's motion ‘read’，mother's motion ‘stand') and some parent-child relationship subscales of Pre-School Parent-Child Relationship Scale. 3. When observing the KFD, there were obvious differences in ‘The Drawing Theme’, ‘The First Drawing Figure’and ‘Intention of Changing Family Events' between these two groups. It also suggested that the indicators should not lead to absolute interpretations. It is more suitable to examine the drawings together with personal interviews with children so as to understand the real meaning and implication of the KFD.

本研究旨在探討幼兒的親子關係在家庭動力畫表現之相關情形，分析親子關係良好學生和親子關係欠佳學生在圖畫表現特徵的差異，並透過訪談內容以了解兩組學生的表現情形。 本研究自澳門一所學校的幼稚園高班五班共156人進行『親子關係量表』及家庭動力畫，依學生在量表上之總得分情形，篩選出37名親子關係良好學生及 39 名親子關係欠佳學生，共76名學生爲正式研究對象，再由兩組學生中選取各三人爲訪談對象。所得量化資料以卡方考驗、點二系列相關進行分析；而半結構式訪談所得資料亦作出整理及分析。研究結果發現如下: 一、親子關係良好組學生和親子關係欠佳組學生在家庭動力畫中，表現在「自 己的人物像畫在全家人中間」、「母親與人物之間有合作的動作」等兩項圖形特徵有顯著差異。 二、「在紙張頂端的線條」、「人物像的上身與下身比例不協調」、「自己孤立於全家人之外」、「自己手臂過短」、「母親手臂過長」、「母親與人物之間有溝通的動作」、「母親與人物之間有合作的動作」等指標和親子關係量表中部份分量表呈正相關；而「自己的人物像畫在全家人中間」、「自己身體的完整性」、「父親身體的完整性」、「母親身體的完整性」、「母親手臂過短」、「父親的活動層級爲“讀、看”」、「母親的活動層級爲“站"」等指標和親子關保量表中部份分量表呈負相關。 三、訪談結果發現兩組學生在「圖畫主題及內容」、「第一個畫出的人物像」、「想改變家庭的任何事」當中的描述有明顯分別。然而訪談結果亦發現圖畫指標所代表的意義並不可作絶對的解釋，欲了解兒童的家庭動力畫表現的真正意義，藉圖畫並配合訪談更爲合適。 因此本研究根據上述發現提出建議，作爲從事兒童輔導實務工作者，以及未來研究之參考。