Children’s Painting Presentations and Self-Concepts:A Study on Aboriginal and Average Children

• Main Authors: Wu Hui Chin, 吳惠琴
• Other Authors: Weigh-Jen Chen
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/33429977333271922118

碩士 === 國立屏東師範學院 === 國民教育研究所 === 92 === The purpose of this study is to explore the differences between aboriginal and average children in painting presentations and self-concepts. The researcher’s self-designed “Analysis Form of Children’s Painting Presentations and Self-concepts” is applied for analyzing children’s paintings. Totalizing 60 children, namely, 20 average children, 20 mountain aboriginal children, and 20 plains aboriginal children, are involved in this research as surveyed subjects. Two paintings of every child are collected for conducting children’s painting analysis by three graders. SPSS for windows is adopted for conducting statistic analysis by Cronbach’s α, percentage analysis, t-test, one-way ANOVA, and Scheffe’s method so as to verify the assumptions of this research by interviewing the four kindergarten teachers involved in this research for understanding the differences that the children from different groups and genders demonstrated in paintings. The findings of this research are concluded as the followings: I. Differences are shown in the painting presentations of children from different groups, among which the painting presentations of average children are far higher than those of the other two groups of aboriginal children. II. There is no significant difference in the painting presentations of boys and girls. III. There are significant differences in the self-concepts of children from different groups towards body, gender, and emotions, among which the self-concepts of average children towards body, gender, and emotions are far higher than those of the other two aboriginal groups. IV. There are significant differences in the self-concepts of boys and girls towards gender. Finally, suggestions are given according to the above-mentioned findings as the reference for kindergarten teachers, education administrative organizations, and further studies.