學前幼兒對食物量的認知思考研究

Perceptions of Food Quantities among Preschool Children

陳瑤惠(Yau-Huey Chen) ； 林佳蓉(Jia-Rong Lin)

《醫護科技學刊》 5卷1期 (2003/01) Pp. 55-70

https://doi.org/10.6563/TJHS.2003.5(1).6

摘要

本研究旨在探討: (1)學前幼兒對食物量的認知思考模式; (2)能否透過指導增進幼兒對食物量的認知。研究樣本為一百二十位就讀於幼兒園,二至五歲幼兒。研究分兩階段進行,第一階段,以幼兒常見食物,每種食物每次皆以兩份等量,但不同數目、長度、面積、體積,盛裝在容器內,請幼兒比較兩份食物的量,並說明判斷的理由。第二階段產行方式與第一階段相似,但研究者在轉換食物量過程中,加入指導。研究結果顯示: (1)大部份學前幼兒無法正確判斷食物等量; (2)能正確判斷食物等量幼兒人數比例,隨年齡增加而增加。各年齡層幼兒間,能正確判斷食物等量人數增加幅度,以四至五歲幼兒最多; (3)能看到食物量的轉換過程,對幼兒能正確判斷食物等量有重要影響;而根據食物感官上明顯的特質,或以數數方式來計量,對幼兒不能正確判斷食物等量也有重要影響; (4)經由指導,幼兒對食物等量的判斷,由錯誤改為正確人數比例隨年齡增加而增加,其中以四至五歲幼兒改善幅度最多;指導對改善學前幼兒對食物量的判斷,因幼兒年齡、食物屬於可數或不可屬性質的量,其效果也有差異。

關鍵字

學前幼兒 ； 認知 ； 發展 ； 食物量

並列摘要

This study investigates (a) perceptions of preschoolers regarding quantities of food. (b) whether young children can improve their performance in judging quantities of food through instruction. The subjects were 120 preschool children aged 2 to 5 years old. The study was conducted in two phases. In the first phase, children were asked to assess whether or not two plates of food contained equal quantities (where the food differed in number of pieces on the plates, as well as in length, area, and volume). The children were also asked to justify their judgment. The second phase was similar to the first phase except that the children were instructed to see the transformation of quantities of food on the plate. The results of this study were as follows. (1) Most of the preschool children were unable to judge correctly two plates of food contained equal quantities. (2)The percentage of children who were able to judge correctly two plates of food contained equal quantities increased with the age. Among the four age groups sampled, the 4- to 5-year -old children displayed the highest rate of correct judgment. (3)Children who were able to see the consequences of transformation of food quantities were likely to make correct judgment. Meanwhile, children who judged quantities of food according to perceptually salient characteristics, or by counting number of pieces of food tended to make incorrect judgment. (4) Following instruction, the percentage of children who improved their performance in correct judgment increased with age, with the improvement being most obvious in children between 4- to 5- year-old. The effects of instruction on improving the judgment performance differed with age of children and type of food (countable or uncountable).

並列關鍵字

preschool children ； cognition ； development ； quantity of food

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