A Study of the Influence of Nursery Rhymes on Children’s Phonological Awareness

• Main Authors: Tzu-Yun Su, 蘇姿云
• Other Authors: Chin-Ya Fang
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/80503431238251913886

碩士 === 樹德科技大學 === 幼兒保育學系 === 92 === From the process of learning experiments, the purpose of this study is to investigate the phonological awareness of three-year-old children in order to strengthen infant capabilities. The main focus is on testing of the phonological awareness at learning environments and curriculum instruction of children nursery rhymes . Before going into more formal design of this study, it is necessary to review all the literatures in this field, such as the definition of phonological awareness and related theoretical frameworks. In this area studied, we use three measurement tools in initial consonant tests, rhyming tests, and tone awareness tests. Furthermore, the empirical results of testing can provide useful guidelines for the development of phonological awareness at experimental designs of curriculums. The selection method in this research is a purposive sampling, picking 36 three-year-old kindergarten students for two-group experimental design study. It adopts multi-stage statistical methods during the four-week study period. From twenty hours children nursery rhymes education as experimental design, we identify the differences between the treatment and control groups from empirical testing. In other words, the children nursery rhymes education applied two times after the pre-measurement and impacts of two testing are analyzed systematically. The descriptive statistics can verify the nature of sample structure and illustrate the empirical results of experiment. In the mixed experimental design, empirical evidence also can be enriched from the two-way ANOVA for data analysis. In summary, the major findings of this study demonstrate: (1) It is obvious that the pre-measurement testing provides little progress in the development of phonological awareness in initial consonant tests, rhyming tests, and tone awareness tests; (2) After the experimental treatment of nursery rhymes education, we found that infants have significant development in rhyming tests and tone awareness tests. However, this does not imply that the similar significant impact of education can be identified in initial consonant tests. In other words, the effect of experimental design has not reached the level of significance. Therefore, we made some suggestions on the improvement of measurement tools, curriculum activity designs, and practical guidance for curriculum activities, as well as directions for future studies.