A case of young children's numerical concepts development in the kindergarten

• Main Author: 黎佳欣
• Other Authors: 林佩蓉
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/74114405770274455031

碩士 === 臺北市立教育大學 === 兒童發展碩士學位學程 === 96 === This research is based on constructivism and focus on preschooler’s numerical development in kindergarten. The aim was to understand how young children develop the informal numerical understanding as they play, interact with their peers and teachers, and explore the world around them. The methods are including observation, field notes, interviews, works of a case, and the teacher’s daily records. The findings of this research are as follows: 1. The acquisition of numerical concept: he actively constructs his numerical knowledge by interacting with their circumstances. Children solve problems by listening, talking and playing with their peers in many activities and games. 2. The context factors that influence case’s numerical development are including child’s personal characteristics, the activities of the different learning center, daily routine, and the interaction between teacher and children in the classroom. Based on this study, we find that the development of children’s numerical concept was associated with environment and daily life. Second, children can learn the informal numerical understandings through playing. Finally, according to this result of the study, propose some relevant suggestions to the teacher, parents, and the future study.