The Dynamic Process of Demonstrating Story Telling and Creativity in Playing LEGO®: A case of two children

• Main Authors: Shou-Fen Liag, 廖藪芬
• Other Authors: Jia-Mi Chen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/x29b9d

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 97 === The purpose of this study was to discover two children’s creativity development, particularly the maturation of imagination and story telling, in playing LEGO®. In addition, how the environment of a “family” affects the subjects in terms of the modalities of stories and the variations of creative elements; finally, to examine in what ways are children’s ability in story telling influenced by a creative environment. The study used case study method to observe the subjects and conducted interviews to experienced kindergarten teachers to verify the findings. The study finds that using LEGO® as story telling materials has positive impacts on children’s abilities in cognition, verbal expression, creative thinking and imagination, problem solving, logical reasoning, emotion relieving and behavioral and value revision. Second, children of different age, gender, personality, and interest react differently to LEGO® and further, the way they tell stories. Third, the subjects demonstrate thoughtfulness of novelty and imaginativeness in story topic, character naming, openness in scenario, smoothness, delicacy and variant in story line, and adventurousness, challenge and curiosity in style. The findings suggest that the subjects would perform better and be more motivated if provided sufficient playing time, space, LEGO® blocks, and encouragements and guidance from adults. Keywords: LEGO®, games, story telling, creativity