The Relations between Early Childhood Curriculum Approach and Young Children's Language Development from New Immigrants’ Family—Open Curriculum VS. Structured Curriculum

• Main Authors: Chen, Shu-Ling, 陳淑玲
• Other Authors: 林佩蓉
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/9v2cv2

碩士 === 臺北市立大學 === 幼兒教育學系幼教教學碩士學位班 === 104 === This research aims to explore the relationship between early childhood curriculum approach and young children's language development from new immigrants’ family. Hence, we compared children’s performances on oral comprehension, oral expression and vocabulary comprehension, while accepting open curriculum with structured curriculum. Research sample of this study is 52 five-year-old new immigrants’ children who study in the public kindergartens in Taipei metro area. Research method is applying “Peabody Picture Vocabulary Test – Revised” and “Preschool Disorders Language Scale Revised” for collecting children’s data of oral comprehension, oral expression and vocabulary comprehension, and using self-designed “Basic Information Form” to gather Children’s personal information. After excluding those samples which are Intellectual disability or developmental disorders, we then adopted Quantity Analysis to discuss differences between two groups of new Immigrant children’s performances in language abilities. The findings of this work are as followings: As to new immigrant children’s performance of oral comprehension, oral expression and vocabulary comprehension, there is a significant difference between children accepting open curriculum and structured curriculum. New immigrants’ children who are given open curriculum have better performance on oral comprehension, oral expression and vocabulary comprehension, than those who are given structured curriculum. In previous researches, compared with children whose parents are born and bred in Taiwan, new immigrants’ children’ language development is slower in Chinese learning. In this research, it shows that the better way to improve young children's language development from new immigrants’ family may give these children open curriculum rather than structured curriculum. This conclusion is worth other educators' reference and further studies.