Research on the emergent writing of the aboriginal children in the kindergarten

• Main Author: 林冠伶
• Other Authors: 林麗卿
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/35169166152784663413

碩士 === 國立新竹教育大學 === 幼兒教育學系碩士班 === 96 === Abstract This research explores the emergent writing of the aboriginal children in the kindergarten. A qualitative research approach is adopted and data collection methods include observations, portfolio of children’s writing and interviews. The findings of this research are as follows: 1. The writing contexts and activities are constructed within the kindergarten curriculum, which include: the morning sign-in, writing experiences in the thematic activities, specific writing assignments, spontaneous writing during center time and real life events. Especially the writing related to real life events enriches the writing activities of the aboriginal children. 2. These aboriginal children’s emergent writing experiences include: the progressive development of mock writing, emergent writing with peers, meaningful writing and the writing contexts and the establishment of writing rules. 3. The developmental of children’s mock writing is a very important discovery of this research. It is an important writing scaffolding for children’s emergent writing. The first meaningful mock writing for children is usually writing their own names. This study illustrates that there are two levels of mock writing: the primary level and the conscious level. In my research, the primary level of mock writing includes: mock writing of word shapes and over-complication of word form arrangement. When children realize the functions and meanings of the words they are mock writing, they have evolved into the conscious level of mock writing. Children’s emergent writing experiences are individualized. Based on the findings of this study, the aboriginal children come form an environment with less symbols and prints. The factors that influence emergent writing of aboriginal children include culture, family, peers, teachers and curriculum. Fortunately, aboriginal children display persistency and promising changes in their learning. Keywords: aborigines, young children, emergent writing, mock writing