Young Children’s Interaction With Digital Cameras

• Main Authors: YOU CHIEN JUNG, 游千瑢
• Other Authors: 鍾雅惠
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/24902754481287266286

碩士 === 臺北市立教育大學 === 幼兒教育學系碩士班 === 101 === Qualitative approach is taken in this study to explore the use of digital cameras in a kindergarten class. The purpose of the study is to investigate the use of digital cameras in early childhood and to explore the perspectives of young children through the use of digital camers. Research questionsare as follows: 1. How do young children use digital cameras in practice? 2. What are the difficulties that young children encounter in using digital cameras? How are the difficulties overcome? 3. What are the roles that digital cameras play inyoung children’s use?What do young children like in school? What does this mean to young children. The findings of the study are as follows: First of all, the researcher in this study designed the curriculm acitivities arelated to digital cameras into 2 phases: “exploration” and “flourshing”. In the “exploration” phase, digital cameras are available for individual use. Through alayzing the digital photos taken by young children and the interviews with them, I further captured young children’s perspectives and thoughts. Young children mostly have technical issues in this phase, and most of their difficulties were overcome through group discussions. In the “flourshing” phase, digital cameras are available for group sharing, includes two types, “use by turns” and “specialization &; cooperation”. According to the standard of speed and accuracy for completeness, the “specialization &; cooperation” group performs better than the other one. In this phase, young children solved the problems not only through group discussions but also through one-by-one teaching. Furthermore, the roles of digital cameras plays the following roles: “tool for recording”, “tool for sharing”, and “tool for creating social-interaction opportunity”. Last, by anlayzing the pictures that young children took, I found their favorite subject is “people.”By interviewing with these young children, I discovered that they value the experiences of doing and playing with peers and they developed close friendships in the process. In addition, there is a large amount of photorecords about curriculum. By examining the quantity of pictures that young children took, I found that the amount of pictures of child-led activities were much more than the amount of the pictures of teacher-led activities. It showed that young children prefer autonomous activity for the higher level of decision-making power they hold. Based on the research findings, this study provides suggestions for kindergarten teachers and researchers as well.