The Process of Adapting the Open Learning Approach to Early Childhood Education: a Case Study of a Teacher Planning Learning Centers

• Main Authors: Jessie Chao, 趙婉娟
• Other Authors: Chou
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/68928752173195312856

碩士 === 國立新竹師範學院 === 幼兒教育研究所 === 90 === The purpose of this case study is to investigate how an early childhood teacher develops Learning Centers in an early childhood setting. It is also intended to investigate the teacher’s beliefs, teaching practice, obstacles encountered in the reformation process, and influences to the reformed. In the period of seven-month observations, interviews, and documentation collections were conducted. During the Learning Center implementation, two distinguishing phases were unfolded after the initiation, which are Preparation Phase and Developing Phase. In order to explore the intrinsic processes of the formation of the Learning Centers, five issues are examined independently. They are the space development, the scheduling, the material preparation, the relationship between theme and center activities, and the role of being a Teacher. In the Space Development, the teacher follows the common principles of the learning environments for young children in the beginning. As time proceeds, the arrangement of the classroom is changed in terms of the consideration of children and teacher’s preference as well as other teachers’ inputs. In the Scheduling, three noticeable changes are identified, shifting the daily schedule, increasing the frequency of learning center usage, and flexibly adjusting the length of time for children in the learning centers. In the Material Preparation, the teacher supplies or replaces materials according to the performances of the children, and labels materials in each center. In the Relationship between the theme and center activities, it evolves from non-related parallel to interactive co-existence. In the role of being a teacher, the teacher transforms from a leading role to a supporting role and regards teacher’s role as open and flexible instead of as with definite prescribed functions. The teacher’s beliefs are summarized as follows, (1) every center has its unique functions; (2) children are the center of the curriculum and valued for their abilities; (3) the differences among individuals need to be esteemed; (4) children learn from interacting with the environments; and (5) flexible and open methods are employed. The obstacles are listed as follows. (1) Specific activities disrupt the continuity; (2) Practices and rehearsals for the center-wide events affect everyone’s concentration; (3) Drill and practices for academic learning demand extra time to complete; and (4) Unscheduled staff meetings suspend the Learning Center activities. The major intrinsic influences to teacher’s development are motivation, beliefs, and preparation. The major extrinsic influences are director’s attitudes, parents’ attitudes, and group discussions among teachers. Suggestions to kindergartens planning curriculum reforms are: (1) allowing gradual preparation and progression; (2) modifying the unfavorable system and providing supports to teachers; (3) enhancing parents’ understandings and trusts; and (4) promoting staff development. Suggestions to teachers are: (1) building up correct beliefs; (2) pursuing continuous professional growths; and (3) enhancing self-understanding and children’s readiness.