To take the bags home. Research on the homework of preschoolers with Busy bags

• Main Authors: HSU, KAI-HSIN, 許凱欣
• Other Authors: LIN, SHENG-HSI
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/j7pjbc

碩士 === 國立臺南大學 === 幼兒教育學系碩士在職專班 === 108 === The aim of this study is to discuss how the homework of preschoolers with Busy bags influences teachers, children learning and parents. The purposes of this study are (1) to explore the effects of using homework with Busy bags on children, their interaction with siblings, and involvement of their parents, (2) to understand the parents’ perceptions and opinions on children’s using the homework with Busy bags, (3) to know how the teachers implement the Busy bag and how the children’s and parents’ feedback influence the teachers. There are total 22 participants in this study, including 10 5-year-old, 11 4-year-old and 1 3-year-old children of this class. Qualitative methods are conducted in this study, including videotapes of the interactions between children and Busy bags, and their participations of their family members, audiotapes of circle time to share experiences with Busy bags by children, formal and informal interviews of children and their parents, and collections of the records or worksheets with the Busy bags . The above data are transcribed, analyzed and generalized into the findings. The findings of the study indicate: (1) Children autonomously work with the Busy bags, and they adjust their strategies step by step, and learn by discovering or trial and errors. (2) Children play with their siblings. Children are guided how to complete and cooperate the Busy bags by directing, modelling, and suggesting. (3) Parents developed strong relationships with their children through tutoring and demonstrating to their children for working with Busy bags. (4) Teachers see children’s growth by using the Busy bags, and extend the ways of playing Busy bags from the classroom discussion. (5) Parents affirmed the values of the Busy bag, as well as the importance of children’s learning by hands on activities. (6) Teachers can conclude the family culture and improve the teacher-parent communications through the implementation of the Busy bags. Besides, teachers evidence that the influences of explorations and experiences in the learning centers on the children’s implementation of the homework with the Busy bags. Recommendations for practices and future research are suggested.