Attractive Picture Books: The Processes of Young Children''s Learning of Patterns.

• Main Authors: Ching-fen Chen, 陳靜芬
• Other Authors: Huei-Hsin Hsu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/80070219402451513999

碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 98 === The main purpose of this study was to investigate how children learn patterns through using seven picture books related to patterns in three stages of designed activities of picture books. That is, reading to children, group discussion, and extended activities. Qualitative data were collected and analyzed from nineteen children in Taipei Jia-Jia public kindergarten via observation, video-taping, tape-recording, informal interviews and their portfolios on “patterns” in this study. The conclusions of this study were as follows: First of all, 84 picture books related to patterns had been collected in this study. They can be classified into four kinds of patterns. There were 28 books of “non-numerical repeating patterns,” 13 books of ’’numerical repeating patterns,” 19 books of “non-numerical growing patterns,” and 24 books of “numerical growing patterns.” Seven books used in this study are appropriate for young children in learning patterns whether there is story in it or not. Secondly, in first two stages of designed activities of picture books, i.e. reading to children and group discussion, children used repeating attributes of color and shape and rehearsal strategies in recognizing and describing “non-numerical repeating patterns.” In recognizing and describing “numerical repeating patterns” and “growing patterns,” children used strategies of numerical order, the relationship between numbers and counting. Children also used elements of “repeating patterns” such as words, movement, sounds in describing patterns. Thirdly, in the third stages of extended activities of picture books, children used similar strategies in recognizing, describing and extending four kinds of patterns. In creating patterns, “AB patterns” of “non-numerical repeating patterns” are created more often by children. Fourthly, after three stages of designed activities of picture books, children initiated to explore and create more “non-numerical repeating patterns” during free play and curriculum activities. Finally, some educational values of picture books in learning patterns and suggestions for future studies about this topic and also for kindergarten teachers in designing pattern activities in mathematics were also made in this study.