及早為幼兒搭建形成概念的鷹架：臺灣幼兒認知發展調查資料的解讀

Building the Scaffolding of Concepts Formation for Young Children Earlier: The Interpretation of National Longitudinal Study of Child Development and Care

在整個生命的歷程中，個體不斷地在各式不同的經驗中學習，獲得與運用所形成之概念，使其得以順利在社會中適應與生存，然此需從小便開始建立學習的主動性，特別是在學前階段，嬰幼兒需要面臨許多不同種類的發展議題，而這些不同層面的早期能力發展，也會對日後的學習或是能力表現產生重要的影響。因此，父母在家庭中如何能夠及早在概念形成的初期便提供搭建概念形成的重要鷹架，將會直接或間接影響幼兒的概念發展。本文藉由臺灣幼兒發展調查資料庫所釋出的36個月月齡組第一波調查資料，從幼兒概念的形成、概念形成的理論，以及經驗的提供三個面向分別去探討概念形成的內涵、影響因素與現況分析，並提供家長與實務工作者可以用來協助幼兒建構形成概念鷹架的參考。

Throughout the course of life, individuals continue to learn, acquire and apply the concepts formed in different experiences, so that they can adapt and survive in society smoothly. It is necessary to establish the initiative of learning from very young age. Particularly the preschool stage, infants and young children face many different types of development issues. Moreover, these development issues will have an important impact on future learning or performance for young children. Therefore, how parents can provide important scaffolding in the early stages of concept formation will directly or indirectly affect the concept development of young children. Based on the first wave of survey data of the 36-month-old age group released by the National Longitudinal Study of Child Development and Care, this paper explores the concept formation of young children, the theory of concept formation, and the provision of experience. The paper also discusses the content of concept formation, influencing factors and the preliminary results of the survey data. In the end, the paper provides a reference for parents and practitioners to help children’s concept formation through useful scaffolding.