| Summary: | 碩士 === 國立政治大學 === 幼兒教育研究所 === 106 === The purpose of this study is to apply a board game with picture books for early child gender equity education and the issues of diversified family. Through semi-structured interviews with the designer and teachers of the research tool: "Playing House Game", researchers first learned about the experience and advice, which has been promoted to school, parents and community. And then conduct a 12-week picture book and board game course by case-control study. In the course of the research, interviews, observations, and collected documents were used to record the performance and conversation of children during board game. Moreover, these records could be used to find out the teaching conditions and solutions that kindergarten teachers may face.
The research results show that whether using a picture book or a board game, they both have certain benefits for children to enhance the understanding of family diversities. Picture books can provide a platform for children to see more possibilities. With picture book in lesson, it can be found that children’s descriptions of family composition are more unitary, but most children do not resist when they faced with other types of family. However, the disadvantage of the picture book is the choice of content. The main choices are still from the unilateral choice of adults, and the creation is also relatively unvarying.
Compared with the picture books, the board game course is more open. The uncertainty of the game is like the family in the real society, the player cannot predict the complete appearance of the family. In addition, when children create family stories, they can not only cultivate language organization skills, but also listen to other people's stories respectively. For teachers, they must be sensitive enough and take more effort to guide children in long and continuous lessons.
Early childhood gender equity education cannot be succeeded immediately. From course design to the game process, it takes a long time to think and construct, so that the learning results can be applied to life. In this way, we can maximize the benefits of the picture book and board games courses and cultivate correct concepts to implement the true meaning of diversified family and achieve substantive equity.
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