Concept Practice and Revision Process-Exploring Helpless Children being Rejected in Kindergarten

• Main Authors: Lin Shu-Ling, 林淑綾
• Other Authors: 陳正乾
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/34302460028094239676

碩士 === 臺北市立教育大學 === 幼兒教育學系碩士班 === 95 === Affected by growing experience, during these years I am convinced that every child has capable talent and they will learn by themselves. In order to let children decide their learning, I adopt children-centered teaching. I would rather every child self-actualization than common goal of the class completed. In 91st semester once I encountered serious suspicion and complaint. ”This behavior is similar to indulgence. It’s like to leave students alone in learning. Without tutor it couldn’t reach self-actualization.” After that, I start to review myself. “Is there something wrong regard to my teaching?” I commences to use systematic self-observation(hereafter SSO) to find out what I’m thinking as an onlooker. I realize it’s full of contradictory and conflict in my teaching. The idea that paying attention on each child self-achievement doesn’t popularize in my class. From 92nd semester, I try to make a scaffold to help children learning during class activities. Since I intervene activities and understand in learning, they catch my eye those who fool around and be treated as learning-observation kids. Because they are slow motion and poor capability in common, obviously they observe the others in very short time. How they are learning-observation. If not learning-observation, what they do every day? I turn to churn my observation target of SSO to these kids. After one year-term information collected and analyzed, I got an unexpected discovery.” Everywhere they go they are expelled. Even though be refused, expelled, and power offended. They choose to keep silence not to fight back and complaint. If I don’t understand this situation, They would intend to bear these unfair treatment. As a result, I think they are disadvantaged and that’s why I call them helpless children. As a result, I focus on behavior which kids are refused. After SSO process a period of time, I realize they can’t fight right for their own and small groups prevail in class. Power didn’t dispatch to each children and small group became new regime. They limit other children action by friendship and power. Furthermore helpless children are helpless and alone. After all, I decide to use discussion way beginning from class culture and scenario to find a way back to fair standpoint by changing interactive pattern to rebuild class culture. Herewith my study describes “In classroom how helpless children interact with the others?” How to assist helpless children who are refused? How class will be after motion research? The pilot trial is researcher own class-“Little Baby” class.