| Summary: | 碩士 === 國立屏東教育大學 === 幼兒教育學系碩士班 === 95 === The purpose of this essay was to determine the preschool caregivers using wordless picture books. There are four main aspects on this research: choosing wordless picture books, arranging environments and members, discussing of story content and presenting activities. The method of this study was based on survey research, and the tool named “Preschool Caregivers Using Wordless Picture Books Questionnaire”. In addition, the researcher interviewed three semi structured teachers. The survey was carried out among participants in kindergartens and day care centers both in Tainan city and county by stratified random sampling. 300 questionnaires were sent out; however, there were only 204 questionnaires completed. The recovery rate was 68%. The results were collated and converted to descriptive statistics, t-test, factor analysis, and one-way ANOVA. The findings of this research were as follows:
First, the general situation of using wordless picture books: the majority of teachers expressed they are tend to the wordless picture books, and they also used the wordless picture books periodically; Teachers know the latest information about the wordless picture books is from bookstores. Furthermore, the majority teachers do not know how many wordless picture books are in their schools.
Second, the condition of preschool caregivers with different backgrounds using the wordless picture books teaching:
(1) Preschool caregivers whose schools have more wordless picture books have a better performance in choosing the wordless picture books, the arrangements of teaching environment and the members and the activity presentations than that of the remaining schools.
(2) Preschool caregivers who frequently use wordless picture books have a better performance in the environment arrangement and member arrangement, discussing of the story content and the activity presentations.
(3) Preschool caregivers who teach 5 and 6- year-olds are perform better in the activities.
(4) The activity extends the activity presentations by role play and artistic creation.
From above analysis, it is known that the two main factors are preschool caregivers’ individual experiences and the resources in the schools. These factors affect the teaching of the wordless picture books. Finally, we forwarded the conclusion of this thesis and propose it to the education departments, kindergartens, day care centers, and preschool caregivers, and the future researches.
|
|---|
