Action Research on Promoting Interaction among Young Children in a Preschool Inclusive Class through a Curriculum Containing Picture-Books-Related Activities

• Main Authors: Tzu-han Hsia, 夏紫涵
• Other Authors: Li-Yuan Wu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/65527511376222878941

碩士 === 國立臺南大學 === 幼兒教育學系教學碩士班 === 96 === The purpose of this study is to explore the interaction among the young children in a preschool inclusive class and to design a curriculum containing picture-books-related activities to understand changes in the interaction among the young children in the preschool inclusive class and promote their learning and interaction. This study employed an action research method. The subjects of the study included fifteen normal young children and four special young children in a preschool inclusive class. The curriculum containing picture-books-related activities consisted of six teaching units with different teaching themes and twelve picture books. The activities of each teaching unit included story presentation, group discussion, movie appreciation, event experiencing, understanding assisted devices, and interacting with persons with physical and/or psychological disabilities. According to the living experiences of the young children, the researcher designed various teaching strategies and observation checklists and then proposed suggestions for promoting the interaction and learning of the young children from the feedback data including children’s drawings and observation data. The data of the study were collected from documents, observations, audio recordings, video recordings and interviews during a teaching period of thirteen weeks and then qualitatively analyzed. As suggested by the findings of the study, a curriculum containing picture-books-related activities would help young children understand persons with physical and/or psychological disabilities and establish positive attitudes toward their peers with special needs, promote interaction among young children and special young children, encourage young children to understand, accept, respect, and assist young children with special needs, and solve special young children’s behavioral problems. In the teaching process, teachers’ positive attitudes promoted young children’s acceptance of their peers with special needs and interaction with them. Finally, the study presents suggestions for teaching a class with special young children and future research in this field.