戶外遊戲場中之幼兒遊戲探究——以一個幼稚園班級為例

A Study of Young Children's Play in Outdoor Playgrounds — Using a Kindergarten Class as an Example

本研究旨在透過一所國小附設幼稚園中的一個混齡班級，了解幼兒在遊戲場情境中的遊戲行為。研究目的為：一、探討戶外遊戲場中幼兒遊戲的開啟方式。二、探討在戶外遊戲場遊戲中，幼兒產生的遊戲行為類型。三、探討遊戲場中影響幼兒遊戲行為的因素。
本研究採質性研究法，以觀察、訪談、錄影、省思手札、幼兒作品集等資料，進行分析。研究發現：一、幼兒會藉由組合式遊具設施的吸引力、固定玩伴、領袖型人物的領導、仿效別人的遊戲行為、教師加入、玩物的吸引、特殊事件等方式開啟戶外遊戲場中的遊戲。二、戶外遊戲場中出現的幼兒遊戲行為有單獨－功能、單獨－想像、平行－功能、平行－建構、互動－功能、互動－建構、互動－想像、互動－規則等遊戲類型。三、戶外遊戲場中幼兒遊戲行為受到環境因素－遊戲的器具設備、遊戲素材、同儕、教師、電視傳播媒體以及個人因素－性別、年齡等因素的影響。

This study aimed to explore the economic conditions in early intervention through interviewing 7 mothers with developmental delay children. We collected life histories, family economic conditions and cognition of early intervention and analyzed the difference of the intervention arrangements and content. The purposes are to clarify the meaning of the power of economics in early intervention, in order to provide the parents in special needs and give advices to related workers. The conclusions indicate:(a) parents with fine economic conditions are able to choose different therapies; (b) parents with fine economic conditions are prone to search for far but better intervention service agencies; (c) poor parents face significant economic pressure as they struggle to pay more for the cost of early intervention; (d) the economic conditions will affect the ways of taking care of personal health for energy required in early intervention;(e) the economic conditions do not cause the frequencies of early intervention; (f) parents with fine economic conditions are not necessary to hire workers for mitigating the burdens of early intervention; it is depends on the family situations and decided by the primary caregivers. According to the results of the research, some suggestions are provided.