| Summary: | 碩士 === 國立東華大學 === 教育研究所 === 97 === A study of the relation between the young children’s cultural capital accumulation and learning development
Abstract
This study investigated the relation between the young children’s cultural accumulation and leaning development by participant observation and interview at the Sunming Village. All the participants were younger than 4 years old and never been to the public or private day care center or kindergarten.
13 participants were sorted into 5 groups by the Cultural Capital Checklist: Group A( high economic capital and high cultural capital), Group B(high economic capital and low cultural capital), Group C(median economic capital and high cultural capital), Group D(median economic capital and low cultural capital), and Group E(low economic capital and low cultural capital). The data about parenting, learning preparation and leisure activities were collected by participating and observing their family daily life and interviewed their parents or significant others. The data were analyzed by open coding and validated by triangulation. The findings were as following:
1. The embodied Cultural Capital of the person who took care of the young child most would guide his/her cultural capital accumulation.
2. The high cultural capital family offered the young child the cultural capital for transition to school education; the low cultural capital family offered the young child the cultural capital for discrimination from school education.
3. The embodied cultural capital impacted on the learning development via interaction; the objected cultural capital could impact on the learning development with more efforts.
4. The positive habitus could aid young children’s learning development.
5. The person who had economic problems could not offer enough parenting.
6. Only the harmony family could pay attention to their parenting behaviors, and the parenting behaviors were hierarchical.
7. Community culture and peers impacted on young children’s learning development.
Some recommendations were proposed for strengthening the family function by school teachers and government or social polices in order to promote young children’s learning and development.
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