幼兒園教師對幼兒遊戲與玩具看法之探究

本研究目的為瞭解不同課程模式之幼兒園教師於童年的遊戲經驗，以及其所任職幼兒園之課程模式會對幼兒遊戲及玩具有何不同的看法。本研究採質性研究，並以半結構式深入訪談作為研究方法，針對主題、華德福、蒙特梭利及方案課程四種模式，共7位幼兒園教師進行訪談，再根據訪談所蒐集之資料進行分析、歸納及統整，最後撰寫出研究結果，研究結果如下：一、幼兒園教師童年遊戲與使用玩具之經驗，會隨著家庭背景、環境而產生不同的影響。二、幼兒園教師認為遊戲即是生活的一部份，配合課程或幼兒需求，提供多元的遊戲讓幼兒探索，並將遊戲帶入課程，使幼兒從遊戲中學習，而其中，唯獨華德福教師提出不同看法。三、幼兒園教師對於傳統玩具與科技玩具之看法皆有不同差異，多數教師皆認同傳統玩具玩法多元、素材自然，認為其能提供幼兒進行廣度的探索；科技玩具則因過度刺激的聲光效果，容易造成幼兒專注力不足，較不適合幼兒使用。

關鍵字

幼兒遊戲；玩具；課程模式；幼兒園教師

並列摘要

This study is to understand the childhood play experiences of preschool teachers, and their perspectives on young children's play and toys. Qualitative research method and semi-structured interviews were used in this study to collect data. A total of 7 teachers were invited for being interviewed from prechools which implemented different approaches, including: Waldorf, Montessori, project and theme based curriculum. The results of the study are stated as follows: 1. The play and toy experiences of preschool teachers in childhood vary because of their family backgrounds and environments. 2. Preschool teachers believe that play is a part of life. To meet the needs of young children, teachers have to integrate play in to the curriculum and help children to explore. Therefore, young children can learn through play. However, the teacher from Waldorf preschool thinks differently. 3. Preschool teachers think differently about traditional and technology toys. Most teachers agree that young children can play in multiple ways as well as broadening children’s exploration, and the materials are nature regarding traditional toys. On the other hand, due to excessive stimulation of the sound and light effects, technology toys seem to distract young children easily, and less suitable for children.