An Action Research to Support EmotionalUnderstanding and Expression of Young Childrenwith Dialogic Reading Strategies

• Main Authors: Yu-Wen Tsai, 蔡玉雯
• Other Authors: Lin, Pei-Yu
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/7urvpe

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