| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系碩士在職專班 === 105 === The purposes of this action research were to describe how an early childhood
teacher improved the application of Dialogic Reading strategies in helping 5-year-olds
enhance their emotional understanding and expression, as well as to analyze how
young children improve their emotional understanding and expression along with the
action research. Applying the purposefully sampling, this study selected one class of
33 5-year-olds in a pubic kindergarten in Chang Hua. During the period of the
intervention with dialogic reading strategies, 12 weeks long, divided into three stages
evenly for teacher’s prolonged reflection, the class held dialogic reading of picture
books to enhance young children’s emotional understanding and expression, 3 times a
week, 20 minutes each time. The teacher reflected on the strategies each time after the
intervention, totally 36 sessions, and every 12 sessions, teachers reflected more
thoroughly on how to modify dialogic reading strategies for next stage of 4 weeks long,
to enhance emotional understanding and expression among the class of young
children. Triangulation with different types of data was implemented to analyze the
improvement of young children, including videotaping, observation, journaling, and
interview. Significant improvement on young children’s emotional understanding and
expression had been observed over the period of 12 weeks in this action research
|
|---|
