Integrating Unit Building Blocks into Play to Promote Young Children’s Problem Solving Ability

• Main Authors: Wang, Yi-Lan, 王意嵐
• Other Authors: Liang, Poh-Hwa
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/hpfdqc

碩士 === 朝陽科技大學 === 幼兒保育系 === 107 === The purpose of this research is to study the feasibility that J. S. Bruner’s Play Theory can improve young children’s problem solving capability. The author applied Mr. Bruner’s three stages of intellectual development to block game teaching. After observing, recording, taking feedback notes and learning sheets, and reviewing videos of participants, the author conclude the summaries of this research as following: 1. Teachers can design and implement block game teaching in four steps: (1) Understanding young children’s interests in building blocks. (2) Designing block games based on picture books. (3) Implementing the purposes in block game teaching. (4) Learning and correcting after block game teaching. 2. After block game teaching, young children performed positive changes in problem solving capability: (1) In “finding problems”, young children can observe and find problem key points more actively rather than waiting for guidance passively. (2) In “finding solutions”, young children can perform problem solving more effectively rather than random trials. 3. Tow challenges when teachers perform block play teaching. The challenges comes from teachers and children: (1) Teachers: infamilarity to class, insufficient bricks, and imperfection of hardware devices. (2) Children: children’s cognitive development, characteristics, relations and interactions with peers, and behavioral rules. Keywords：Block Play; Problem Solving Capability, Young Children