發展遲緩幼兒參與積木活動的挑戰與因應策略

發展遲緩幼兒參與積木活動的挑戰與因應策略林季瑩摘要近年來，發展遲緩幼兒進入幼兒園的融合教育已成為學前特殊教育的重要發展趨勢。本研究旨在探討發展遲緩幼兒參與積木活動面臨的挑戰，與教師因應的教學策略。研究以苗栗縣一所私立幼兒園為教學場域，邀請三位發展遲緩幼兒加入為期一學年的積木活動。本研究採行動研究法，透過活動規劃、活動實施、觀察與省思與活動調整等研究循環歷程，進行相關文件記錄的資料蒐集，並經由多方檢驗相關資料提升研究的信實度。研究結果發現，發展遲緩幼兒參與積木活動所面臨的挑戰與教師教學策略分別如下：(一)建構性積木活動：從積木形狀與分類活動出發，連結幼兒生活經驗，運用單位積木與相關教材，進行積木建構活動。此類型活動中發展遲緩幼兒面臨持續參與活動的困難，教師透過引導鼓勵、提供配件及運用同儕示範協助，幼兒較能持續參與活動且作品呈現較具體。幼兒受限溝通能力在完整表達想法面臨挑戰時，教師提供繪本分享、遊戲互動及成人的引導，增加幼兒仿說及語言表達練習的機會。(二)規則性積木活動：由同儕共同討論制定規則，並依循規則運用相關配件進行積木的建構作。發展遲緩幼兒面臨理解遊戲規則困難，與同儕共同完成創作面臨挑戰，教師引導幼兒討論活動內容，加上同儕示範及協助讓幼兒順利參與活動，降低理解遊戲規則的困難。(三)扮演性積木活動：運用積木搭建的情境，加入相關配件鼓勵幼兒進行扮演活動，提升同儕互動與溝通的機會。幼兒輪流使用配件及面臨挫折用語言表達情緒有困難時，教師引導幼兒討論團體規範，及示範解決問題的方法，讓幼兒運用正確的方式與同儕互動。整體而言，研究發現透過教師引導及同儕的示範協助下，發展遲緩幼兒於積木創作參與度、遊戲規則理解、同儕互動及社會性的語言表達均有所提升。發展遲緩幼兒在三種類型積木活動中面臨不同的困境，因此教師因應幼兒的個別需求進行教學調整有其重要性與必要性。關鍵字：發展遲緩幼兒、積木活動、教學策略

關鍵字

發展遲緩幼兒；積木活動；教學策略

並列摘要

Challenges and Coping Strategies for Young Children with Developmental Delay in Building Block Activities Chi-Ying Lin Abstract In recent years, inclusive education for young children with developmental delay enrolling in the preschool has become an important development trend of preschool special education. The purpose of this study was to explore the challenges faced by young children with developmental delay and the coping strategies of teacher for instruction in building block activities. This research took a private kindergarten in Miaoli County as the teaching field, and three young children with developmental delay were invited to join building block activities that lasted for one school year. This research adopted the action research method. Through the course of research cycle such as activity planning, activity implementation, observation and reflection, and activity adjustment, data of relevant documents and records was collected, and trustworthiness of the research was enhanced through the multiple inspections on relevant data. The results of the research found that the challenges faced by young children with developmental delay and the teacher’s instructional strategies in building block activities were as follows: (1) Constructive play building block activities: Young children started from the shape and classification activities of building blocks to link life experience of young children; the unit blocks and related teaching materials were used to carry out building block construction activities. In this type of activities, young children with developmental delay faced the difficulty of continuing to participate in the activities. The teacher guided and encouraged young children, provided the accessories, and utilized the peer demonstration and assistance, so that young children were more able to continuously participate in the activities and their works were presented more specifically. When young children’s limited communication skills faced challenges in fully expressing their ideas, the teacher provided the picture book sharing, game interaction and adult guidance to increase young children’s opportunities for echolalia and language expression practice. (2) Games-with-rules building block activities: The peers discussed and formulated the rules together, and used the relevant accessories to construct building blocks in accordance with the rules. The young children with developmental delay faced the difficulties in understanding the rules of the game, and they faced challenges in completing the creation with their peers. The teacher guided the young children to discuss the content of activities, coupled with the peer demonstration and assistance to allow young children to participate in the activities smoothly. Thus the difficulties in understanding the rules of the game were reduced. (3) Pretend play building block activities: The situation built with building blocks was utilized and the relevant accessories were added to encourage young children to perform role-playing activities and enhance the opportunities for peer interaction and communication. When young children took turns to use the accessories and faced frustrations with difficulty expressing emotions by language, the teacher guided young children to discuss group norms and demonstrated the solutions to problems, so that the young children could interact with their peers in the correct way. On the whole, the research found that with the guidance of teacher and the demonstration and assistance of peers, young children with developmental delay had enhanced their participation in building block creation, understanding of game rules, peer interaction, and socialized speech expression. Young children with developmental delay faced different difficulties in three types of building block activities. Therefore, it was important and necessary for the teacher to adjust teaching according to the individual needs of young children. Keywords: young children with developmental delay, building block activities, instructional strategies.