A STRUCTURAL ANALYSIS OF CHILDREN'S EXPERIENCE: UNDERSTANDING CHILDREN'S GRAPHICAL REPRESENTATIONS OF EXPERIENCE FOR EARLY CHILDHOOD EDUCATION

兒童經驗之結構性分析：瞭解兒童經驗之圖畫表現與幼兒教育

吳麗媛(Li-Yuan Wu)

《兒童與教育研究》 1期 (2005/08) Pp. 23-53

摘要

To early childhood education, it is an important task to understand how children make sense of themselves, others, and events in everyday life in order to design and provide developmentally appropriate learning experiences to young children. This study presented a structural analysis of children's experience by examining children's representations of experience by means of drawing. The subjects included five girls and six boys of ages of 4 and 5. One boy in the class is Caucasian and the other ten are Asian. As suggested by the drawings of the children, the essential elements of children's experience include cultures, physical objects, time, and relation, and children's representations of experienced events are formed by operations of components of relation on unions of components of cultures, physical objects, and time. Children were found to use conventional written words along with graphical representations in their drawings to represent their understanding of experiences, demonstrating the importance of drawing in nurturing children's use of different symbol systems. As suggested by the findings, educational implications regarding curricular and environmental design were presented for early childhood education.

關鍵字

experience ； drawing ； representation

並列摘要

瞭解兒童於日常生活中如何認知自己、他人、與事件，對幼兒教育於規劃與提供適合兒童發展之學習經驗是相當重要，本論文藉由探討兒童對經驗之圖畫表現，提出兒童經驗之結構性分析。本研究之研究對象包含五位在美國四至五歲之女孩與六位在美國四至五歲之男孩，一位男孩爲高加瑣裔，其餘爲亞洲裔。這些兒童的圖畫顯示，兒童經驗的主要要項包含文化、實質物體、時間、與關係，而兒童對事件之表現乃由關係要項項目對文化要項項目、實質物體要項項目、與時間要項項目聯集之運作所形成。兒童於圖畫中除圖畫表現外亦使用文字表現他們對經驗的認知，顯示出繪畫對鼓勵兒童使用不同符號系統的功能。由研究發現，本文提出有關幼兒教育課程與環境規劃之教育意義。

並列關鍵字

經驗 ； 繪畫 ； 表現