| Summary: | 碩士 === 國立雲林科技大學 === 空間設計系碩士班 === 94 === ABSTRACT
Early Childhood Education is the foundation of all education. The actual application of early childhood learning environment design materials has been surveyed in the light of some preschool education conditions that posses cognitive development features in child learning. Among those thirty eight kinds of early childhood learning environment design material, each sample contains more than ten materials, and even eight of them are the same; furthermore, all samples are not identical in usages. To probe into the matter, this research aims to examine the effects upon early childhood learning environment design by the means of the basic information mentioned above.
This research is conducted by taking 437 samples from pubic and private kindergartens in Hsin-Chu City and Hsin-Chu County; moreover, eight samples that perform theories of Piaget, Montessori, Reggio, Froebel, and other pedagogies related to child cognitive development theories are selected to evaluate the efficiency of early childhood learning environment design materials applications. This research is produced based on personal interviews and questionnaire surveys. Several teachers as representatives are having profound interviews in accordance with all causes that vary the outcomes of early childhood learning environment design materials. In addition, comprehensive questionnaire surveys and statistics are conducted according to the results of child cognitive development under the circumstances of those kindergartens that share the same environment design materials.
The result shows that:
1.The frequency of usage for materials used to construct an activity room is higher than any other areas. Therefore, the materials designed to build an activity room are more important for children’s cognitive developments in learning.
2.The frequencies of usages for materials used in activity rooms and the differences in children’s cognitive developments between the top and middle class in one kindergarten are triangulated through Chi-Square Test. The research shows that children favor the learning environment design of 20-3 more during their free time while others are the same.
3.The main causes which influence the usage of learning environment materials are course arrangements, teachers’ identifications, children’s safety and absence of the class…etc. Reasons that influence the frequency of usage for learning environment materials are teachers’ identifications and the materials’ locations...etc.
4.Within the level of satisfication of the learning environment design materials, 1-1, 4-2, 4-3, 17-1, 20-3 are the fives ones which have the higher level of satisfication. As for the effect of the environment design materials for the early childhood cognitive development, 1-1, 4-2, 4-3, 14-1, 15-1, 16-1, 17-1, 20-3 are the eight materials which have the best effects.
5.Using t-test to test the difference among the teaching methods of Piaget, Montessori, Reggio, and Froebel, we find that Frobel has the greatest difference from the others.
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