The Relationship between Learning and Emotion of Aboriginal and Ordinary Children in Preschool

• Main Authors: Ho Yu Ling, 何裕玲
• Other Authors: Shu Chuan Shih
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/qngp7g

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 106 === This study investigated the difference of the relationship between learning and emotional of aboriginal and ordinary children in preschools. There were four main purpose: 1. to explore the relationship between different types of activities and emotion between aboriginal and ordinary children in preschools. 2. to explore the relationship between different types of play and emotion between aboriginal and ordinary children in preschools. 3. to explore the relationship between different degrees of physical activities and emotion between aboriginal and ordinary children in preschools. 4. to explore the difference between involvement and emotion between aboriginal and ordinary children in preschool. In this study, we were used Ilan and Hualien data of "International Cooperation Program for Professional Development of Kindergarten Teaching Staff"(Lee, Wang, Shih, Chen, 2014), and 471 of 3 to 6 years old aboriginal and ordinary children’s samples were used in this research. At the same time, this research interviewed 3 teachers who were the participates in the "International Cooperation Program for Professional Development of Kindergarten Teaching Staff". The data collected were analyzed by different methods including descriptive statistic, contingency coefficient and chi-square. The findings are summarized as follows： First, there was a relationship between different types of activities and emotion. aboriginal children had the highest percentage of positive emotional proportion at "scaffolding activities", while ordinary children had the highest percentage of positive emotional proportion in "free play." Second, there was a relationship between different types of play and emotion. aboriginal children have a higher proportion of negative emotions in "indoor activities" than ordinary children, and the proportion of positive emotions is lower than that ordinary children. Therefore, aboriginal children do not like indoor activities more than ordinary children. Thirdly, there was a relationship between different types of play and emotion. Both aboriginal and ordinary children had the highest percentage of positive emotions in " physical activity "."Physical activity" is higher than "play activity" and "play activity" is higher than "work activity". Fourth, there was a relationship between different degrees of physical activities and emotion. Both aboriginal and ordinary children had higher highest percentage of positive emotions in " physical activity " "physical activity" than "physical activity Degree "," physical activity "is higher than" low physical activity. " fifth, there was a relationship between involvement and emotion. Both aboriginal and ordinary children had higher highest percentage of positive emotions in "high degree of involvement". "High degree of involvement" was higher than "medium degree of involvement " "Medium degree of involvement " is higher than "Low degree of involvement."