An Action Research for Implementing Mixed-Age Group Teaching in An Affiliated Preschool of An Elementary School

• Main Authors: Chia-Fang Lu, 呂佳芳
• Other Authors: Shu-Chin Chen
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/93236362439019378697

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士在職專班 === 103 === The aim of this action research is to examine the practice of implementing mixed-age group teaching in an affiliated preschool of an elementary school, and to find out solutions to the difficulties which the teachers encountered. The researcher serves as a classroom teacher and also a researcher at the same time in this study. In the study, all the related data were collected from August 2014 to January 2015, through participant observation, interviews, documents analysis, archives building, and the researcher’s journals. A four-step cycle of action, which includes describing the problem, developing strategies, taking actions, and thinking the self-criticism, was adopted to improve the teaching dilemma. It was found that the teaching difficulties faced by the teachers were young children’s living adjustment problems, poor diet problems and learning problems of children with various ages. By providing appropriately planned learning environment, support of peer’s scaffolding, multiple learning activities, children’s living skills, eating habits and participation in learning events were gradually improved. Furthermore, children can be better guided to accept peers with different age. Also, it was found in the study that the current status of teaching practice of the target class can be divided into "routine activity" and "theme-based curriculum." Routine activities are important life experiences for children in mixed-age classes and peer scaffolding is the most effective strategy in helping students in routine activities. Children need sufficient time to adapt to the life and learning in preschool, so when develop theme-based curriculum, it should be based on actual contact with children living environment. Still, girls appear to show more modeling behavior and are much more active in helping others; young children could learn better via self-initiative activities, such as free play, than adult-directed teaching. Finally, based on the study and conclusions, suggestions regarding preschool teachers, parents of mixed-age classes, preschools, teacher education institutions, administration and future research were provided.