A Study of Teachers' Strategies and Young Children’s Social Behavior : Evidence from a Block Learning Area

• Main Authors: Chien, Hui-Mei, 簡惠美
• Other Authors: Wu, Li-Yuan
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/55169673197903871367

碩士 === 國立臺南大學 === 幼兒教育學系碩士在職專班 === 102 === This study aims at exploring the interactions between the children who refuse peers and those who are refused in a block learning area. It is hoped that young children’s social interactions may be enhanced through the implementation of teachers’ strategies and children’s peer interactions. This study adopted an action research approach. The subjects included 26 young children, 8 girls and 18 boys, of ages from five to six in the class the researcher taught in a kindergarten. There were two teachers in the class, who adopted cooperative teaching. The data of the study were collected from observations, audio and video recordings, teaching records, and children’s works and learning diaries. As found in the study, passive and active responses were demonstrated by the children who refuse peers and those who are refused. A passive response was produced to avoid problems, while an active response was taken to directly or indirectly achieve targeted goals. Through the implementation of teachers' strategies and the rules set for the block learning area, teachers’ participation in play, sharing activities in the learning area, child-teacher collaboration in problem solving in informal teaching activities, and formal picture-book teaching strategies, children’s performance was enhanced in many respects, including production of positive responses to problems, capacity for communication, purposeful waiting, work assignment, and materials and space sharing. Furthermore, the imaginative play emergent in blocks construction was found to be a contributor to young children’s social interactions. Encouraging young children to collaborate in developing a common theme would contribute to the establishment of a common goal for their play undertaken in the block learning area. In their interactions, the children of the study demonstrated peer acceptance, communication in understanding peer perspectives, and experience sharing.