學習與成長─一位腦性麻痺幼兒於蒙特梭利教室之個案研究

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學習與成長─一位腦性麻痺幼兒於蒙特梭利教室之個案研究
著者: 徐萩蓁; Syu, Ciu-jhen
許惠欣; NONE; 幼兒教育學系碩士班
主題: 腦性麻痺幼兒; 蒙特梭利教室; 個案研究; a young child with cerebral palsy; Montessori classroom; case study
描述: 本研究旨在探究一位腦性麻痺幼兒在3-6歲幼兒混齡班接受三年半之蒙特梭利教育、融合教育與早期療育，於日常生活適應、與混齡幼兒之同儕互動、和蒙特梭利教具學習之情形。本研究以南部採用蒙特梭利教育之私立茵茵幼稚園蘑菇班一位「輕度痙攣型下肢麻痺」的腦性麻痺幼兒（小亦）為研究對象，蒐集與分析一年的觀察（錄影/音、拍照）、訪談和相關文件資料，研究結果顯示：一、於「日常生活適應之情形」方面，腦性麻痺幼兒在蒙特梭利教室中可獨立自主地完成「例行生活事務」，遵守班級之「生活常規」，及於非工作時間實踐「日常生活練習」之教育內容。二、於「與混齡幼兒同儕互動之情形」方面，腦性麻痺幼兒在3-6歲幼兒「混齡編班」之蒙特梭利教室中，自小班獲得大班哥哥姊姊的協助/幫忙，直至「大班」成為「大姊姊」，加上和妹妹「手足同班」，增進其同儕互動，也拓展其人際關係。三、於「蒙特梭利教具學習之情形」障礙方面，腦性麻痺幼兒有「動作障礙」，需先克服「走線」和「鋪/捲地毯」之挑戰。透過「重複練習」操作蒙特梭利「日常生活練習」之大、小肌肉「基本運動」教具、拿/放「感官、語言、數學和文化教具」、及參與「文化教育」之音樂與藝術活動，幫助其動作控制與協調及肢體平衡感。四、於「蒙特梭利教具學習之情形」非障礙方面，透過「重複練習」操作蒙特梭利「感官、語言、數學和文化教具」，可彌補腦性麻痺幼兒於「語言」說話、拼音和書寫「左右相反」的字形之弱勢，也可增進其感官知覺、數學邏輯概念和文化之涵養。本研究也提出具體建議，供未來研究者研究相關議題與蒙特梭利老師實施融合教育之參考。
The main purpose of this study was to investigate learning and growth of a young girl with mildly spastic cerebral palsy in lower limbs in a Montessori kindergarten with inclusive education and early intervention for three and a half years in order to understand her adaptation to daily life, peer interaction with her mixed-aged children, and performance in learning Montessori didactic materials. Qualitative data were collected and analyzed in a private Montessori kindergarten classroom (Class Mushroom) in Tainan for one year, via observations, interviews, video-taping, tape-recording, photo-taking, field-noting, and children’s portfolios. The findings of this case study were as follows:First, in respect of adaptation to her daily life, this subject with mildly spastic cerebral palsy in lower limbs was able to complete independently the daily routines, obey to the classroom regulations, and implement the Practical Life Exercises in non-work time.Second, concerning the peer interaction with her mixed-aged children, this subject got help from older sisters and brothers when she was in a mixed-aged Montessori classroom for the first year. Not until she was in the same classroom with her own younger sister for the third and last year, she became more helpful and interactive with younger peers.Third, owing to this subject’s mildly spastic cerebral palsy in lower limbs, she had to overcome coordination disorder in walking on the line and rolling/unrolling the mats through repetition of exercises in essential movements of the Practical Life materials, carrying and putting away Montessori didactic materials, and participation in music and art activities of Culture education in order to develop motion coordination and body balance.Fourth, through repetition of exercises in manipulating Montessori didactic materials, this subject improved language weakness in speaking, spelling and left-handed writing in the reverse order. In addition, she developed sensory perception, mathematical-logical concepts and cultivation of culture in non-handicapped areas. Finally, some suggestions for future studies on this topic and for Montessori teachers carrying out inclusive education were also made in this study.Keywords: Montessori classroom, a young child with cerebral palsy, case study
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建立日期: 2011
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1362
資源來源: NUTN IR

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學習與成長─一位腦性麻痺幼兒於蒙特梭利教室之個案研究

徐萩蓁; Syu, Ciu-jhen 許惠欣; NONE; 幼兒教育學系碩士班 2011

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