幼兒打鬧遊戲與社會地位之研究 : 以一所公立幼兒園為例 = Study on children’s rough-and-tumble play and their social status : The case of a public preschool

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題名:
幼兒打鬧遊戲與社會地位之研究 : 以一所公立幼兒園為例 = Study on children’s rough-and-tumble play and their social status : The case of a public preschool
著者: 賴家怡
國立臺南大學幼兒教育學系碩士班
主題: 社會地位打鬧遊戲幼兒; socialstatus rough-and-tumbleplay youngchildren
描述: 本研究目的在瞭解幼兒打鬧遊戲的實際情況，也探討不同性別、年齡的幼兒打鬧遊戲是否有差異，以及打鬧遊戲者在班上的社會地位與其在打鬧同儕間的社會地位。以就讀台南市圓圓幼兒園的全園幼兒為對象，以社會地位計量方法測量幼兒在班級和在其打鬧同儕間的社會地位。並觀察21位標的幼兒在戶外遊戲場的打鬧遊戲行為，輔以錄音與攝影，為期10週。將收集的資料轉譯成逐字稿加以分析，以及社會地位的資料則畫成網絡圖及Z分數，獲得的研究結果如下: 在性別年齡差異方面，發現男生的打鬧遊戲較外顯，會有明顯的卡通角色與肢體動作，過程中也會因為動作技巧好或較有權利，打鬧遊戲內容顯得較多元、有情境。女生的打鬧遊戲則較少，大多由扮演遊戲情境開端再進入打鬧遊戲。中班幼兒少出現卡通角色，偏重於動作揮舞和對戰，會控制力道不致於打到對方，較弱者會模仿較強者動作，會以假裝跌倒讓對方。而大班的打鬧遊戲則出現有主題和具卡通角色，較多追逐，動作大以致打到對方，但會輪流互打，且幫其中一方打對方。打鬧情形有八種特徵:(1)打鬧遊戲長短會因加入卡通角色以及老師介入而延長打鬧時間。(2)打鬧遊戲開始到結束成員時常變動，有臨時退出，也有離開後又再加入，打鬧遊戲結束後仍能一起玩遊樂器具或發展下一個打鬧遊戲。(3)打鬧遊戲時只有少數旁觀者，時而透過互相模仿加入遊戲，且旁觀者不固定，不同時間前來。(4)打鬧遊戲者會邀請其他幼兒加入，方式有三種:邀約旁觀者加入、利用遊戲點子邀請別人、詢問其他打鬧者同意，最常出現且容易被接受的是徵詢打鬧同儕意見。(5)打鬧時會出現互讓行為，如讓跑慢的、力道小的人，且在對戰時動作會控
This study aims to understand the children situation in rough-and-tumble play , to explore whether there are existing differences for different gender and ages among the rough-and-tumble players, and to explore the social status of rough-and-tumble players in class and in the rough-and-tumble play among the peers. This study had selected Yueng Yueng kindergarten as research site, and had selected 21 enrolled children as research sample. The methods of observation, live recording and photography were used to collect the sample’s behaviors of outdoor rough-and-tumble play for 10 weeks observation. This study had also used the social status quantity method for the measurement of children social status in the class and in the rough-and-tumble play among their peers。In addition, the collected data had translated into word by word document and the social status measurement data had drawn into network diagram and Z scores. The results of this study are as follows: About the gender differences, this study had found that boys’ behaviors were more explicit, more significant cartoon characters and body movement, more powerful for the better skills, and more multi-dimensional for rough-and-tumble play. The behaviors of girls’ rough-and-tumble play were less than boys; it is found the process mostly from the beginning of acting scenarios and then jointing to rough-and-tumble play. In addition, the middle class children less appear cartoon characters, more emphasis on action and facing fighting and willing to control force avoiding to hit each other, the weaker mimic the action of stronger. The senior class children have appeared themes with cartoon characters in rough and tumble play, more chasing, more actions large enough to reach other children, but it will take turns playing and will help one of them to fight other children. The rough-and-tumble play has presented eight features: (1)The time extending of rough-and-tumble play was caused by adding car
出版者: 碩士論文--國立臺南大學幼兒教育學系碩士班, 104學年度
建立日期: 民104 [2015]
格式: ix,145面 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

幼兒打鬧遊戲與社會地位之研究 : 以一所公立幼兒園為例 = Study on children’s rough-and-tumble play and their social status : The case of a public preschool

賴家怡國立臺南大學幼兒教育學系碩士班民104 [2015]

正在檢索遠程資料庫，請稍等

幼兒打鬧遊戲與社會地位之研究 : 以一所公立幼兒園為例 = Study on children’s rough-and-tumble play and their social status : The case of a public preschool

賴家怡 國立臺南大學 幼兒教育學系碩士班 民104 [2015]

正在檢索遠程資料庫，請稍等

賴家怡國立臺南大學幼兒教育學系碩士班民104 [2015]