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題名 | 讀寫遊戲之介入對學前幼兒遊戲型式與讀寫發展之影響=The Effects of Play Intervention on Preschoolers' Play Pattern and Literacy Development |
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作者 | 林玫君; | 書刊名 | 臺南師院學報 |
卷期 | 32 1999.06[民88.06] |
頁次 | 頁495-515 |
分類號 | 523.13 |
關鍵詞 | 遊戲; 讀寫發展; 遊戲介入; Child's play; Literacy development; Play intervention; |
語文 | 中文(Chinese) |
中文摘要 | 本研究之目的在探討兩種不同的讀寫遊戲介入方式對學前幼兒之遊戲型式和語文 讀寫發展之影響。研究對象為 32 位由同一位老師負責主教的上下午班幼兒。研究者以隨機 分派的方式把上下午班分成兩個實驗處理組:(1)「單一材料」組:只在戲劇扮演遊戲區 中提供語文讀寫的相關材料,但老師並未介入遊戲或鼓勵幼兒使用語文讀寫的材料。(2) 「材料加上成人參與」組:除了提供讀寫材料外,老師利用建議及示範的方法鼓勵幼兒把讀 寫材料溶入其戲劇遊戲中。在實驗處理的二十週之前後期間,研究者使用兩種評量方式來評 估幼兒的自由遊戲行為及讀寫發展情形。六個月之後,研究者再次使用同樣的評量工具以評 估幼兒讀寫能力之後續發展結果。根據量與質的觀察顯示,「材料加上成人參與」比「單一 材料」的實驗處理組在鼓勵讀寫相關的遊戲上更具效力。而在讀寫評量的分析中發現,兩組 幼兒的讀寫發展情形,在二十週間都有顯著的進步,但兩組幼兒之間的成績差異並不顯著。 |
英文摘要 | This study investigated the effects of two types of intervention on preschoolers' play patterns and literacy development. Theme-related literacy materials were added to the dramatic play areas used by 32 children in one teacher's morning and afternoon preschool classes. The two classes were randomly assigned to different treatments: (a) Materials Only, in which literacy materials were available in play areas, but no attempt was made by the teacher to encourage children to use the materials in their play; and (b) Materials Plus Adult Involvement, in which the teacher used suggestions and modeling to encourage children to incorporate the literacy materials into their dramatic play. Before and after the 20-week treatment period, assessments were made of the children's free play behavior and literacy development. Six months later, the literacy assessments were administered for a third time. Quantitative and qualitative play observations revealed that the Materials Plus Involvement treatment was more effective in encouraging literacy-related play then the Materials Only intervention. Analysis of the literacy assessments indicated that, while both groups made significant gains over time, there were no significant between-group differences. |
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