| Summary: | 碩士 === 國立新竹教育大學 === 幼兒教育學系幼兒園教師碩士在職專班 === 103 === The purpose of this research is to discuss the ways of ultilizing environmental prints in thematic teaching in a three-year-old kindergarten classroom. Also, this article investigates how these three-year-old children react to these environmental prints in a thematic curriculum.
An action research approach was applied as the major avenue of investigation. The research participants were the children from a whole language kindergarten classroom in a public elementary school in New Taipei City, Taiwan.
When implementing the study, the teacher first made plans of instructional strategies based on previous literature and her past teaching experiences. She then collected data on how she ultilized environmental prints in the thematic curriculum in her classroom. She also observed and analyzed children’s reactions to the various environmental prints. During the process, the teacher always adjusted her strategy according to children’s reactions and provided appropriate assistance to meet individual needs.
Major findings of this study are as follows:
1. The principles of applying environmental prints are (a) The environmental prints should be relevant to children’s life. (b) Teachers should listen and respond to the children with respect. (c) Environmental prints can be used as meaningful tools.
2. In the aspect of how three-year-old children respond to environmental prints, the reserch shows (a) Young children respond differently to pictures, numbers and written words. (b) Three-year-old children’s reactions to environmental prints illustrate contextualized co-construction of meaning, and present distinct viewpoints from those of the adults.
Finally, specific recommendations and suggestions are provided to classroom teachers and future researchers.
|
|---|
