幼兒想像遊戲之研究

A Study on Imaginative Play of Preschool Children

想像力是人類重要的心智能力之一,回顧文明演進的歷史,事物創造的過程往往是從虛幻的念頭開端而趨於實現,由個人的想像變成多數人共認的一部分;由於想像力的存在,使我們能脫離當前事物的侷限而向不可知的未來去探索,文化和文明也因這類活動的結果而日新月異。在遊戲中,兒童常藉物體來表達其想懂與做法,此物我們通常稱為「玩具」,玩具誰幼兒生活中所佔的地位,以及其對幼兒身心發展的重要性,中外學者早已多方論及,然而有系統的實證研究卻不多,有關其與想像力之關係的研究屬少見。本研究的主旨在於:一、藉研究想像遊戲以求了解,想像在幼年期的內容與發展狀況,俾能作為研究想像力的理論基礎。二、藉研究想象遊戲以了解幼兒的心理狀況,以便作為研究幼兒心理的依據。三、想確定玩具、年齡、想像傾向與想像遊戲行為的關係,以作為幼維園教師、父母教養幼兒及購買玩具的指針。

The main purpose of this study is to investigate the imaginative play of preschool children and some related factors such as age, imagination predisposition and play materials For this purpose, both theoretical and practical approaches have been undertaken.
Review of pertinent literature procedures used in this study were:And planned observations. The subjects were 40 preschool children aged either 4 or 6. From five kindergartens in Taipei they were equally divided into 4 groups after an evaluation of their imaginationpredispostion. The measurements used were activities of Free Drawing and Explanation in addition to interview during playing. The interview schedule was prepared by J. L. Singer in 1967. Mothers of all the subjects were at least high school graduates. Each subjects was given a 30min session with each of the two sets of toys with high realism and low realism in preandomized order. Two observers observed and recorded the child's behavior at the time. The major findings were as follow:
1. Toy's realism effecting the richness of imaginative play depend on the imagination predisposition. Only children with high imagination predisposition express more richness of imagination in low realistic toys than in high realistic togs.
2. With LR toys, children show more varied imaginative play themes, wide imagination scope, and competent projections of their experiences than they do with HR togs.
3. Whether playing with HR toys or with LR toys, children express almost changes in their positive affection and concentration.
4. No matter what toys are presented, children with high imagination predisposition always get high scores with imaginative plays than those with low imagination predisposition.
5. A child's age plays no important part in determining the richness of his imaginative play.
6. In playing with LR toys, children of the 6yearsold group display a greater variety of themes in their play than those of the 4yearsold group. The older group shows more organizations, delicacy and coherence in their imaginative play.
7. There are significant relations between the richness of imagination and both positive affection and concentration of children in play situation.
Based on the above findings, three proposals with regard to preschool children education were suggested.
1. To supply children with LR toys in order to stimulate their imagination.
2. To create an atmosphere in which the children will feel secure and free to exercise their imagination naturally.
3. To offer greater opportunities to children at the kindergarten so as to enhance children's imagination.