視障幼兒遊戲行為的觀察研究：以一所啟明學校附幼為例

本研究主要探討視障幼兒遊戲行為，欲了解視障幼兒的遊戲型態和遊戲發展情形，並探討他們和視力正常幼兒遊戲互動的情形。研究對象為一所啟明學校附設幼稚園的幼兒（共七位幼兒，五位視障幼兒、兩位視力正常）。研究過程採自然觀察法。在自由遊戲時間內，以攝影機錄下標的幼兒（target child）在教室內的遊戲情形，並用標的幼兒觀察法現場尾隨幼兒，錄音且記錄幼兒遊戲時的語言與非語言行為、選取的遊戲材料、及和友伴互動的對話和行為。每位幼兒共觀察十次，每次約20分鐘，為期三個月。根據錄影帶、錄音帶轉換資料及現場觀察記錄（field notes）以持續漸近比較法（constant comparison method）質化分析視障幼兒的遊戲型態和遊戲互動情形。研究結果發現，本研究的視障幼兒的遊戲行為及與眼明兒童遊戲互動型態是不同於一般幼兒。五位視障幼兒中，僅有一位視障幼兒B能展現相當發展程度的遊戲行為，其餘四位幼兒（多數兼有語言與認知等障礙）的遊戲行為都以單獨探索自己的身體和物體的特性為主，兼有單純的功能遊戲，無象徵或扮演遊戲出現，在結果的陳述與資料分析就較少。而視障幼兒B能嘗試玩各種玩具，但是不喜和娃娃或布偶玩，其餘視障幼兒則傾向玩他們熟悉的玩具材料，較不喜嘗試玩新的玩具和物體（如娃娃和扮演用的器具），喜歡「立即回饋性」的玩具，如能擠壓產生聲音的球、彈跳的大龍球、和紙製手風琴，玩娃娃和扮演器具的時間較短。而視障幼兒B亦能與兩名眼明幼兒遊戲互動，只是方式略有不同，而且能利用物體引發遊戲扮演，卻不會和填充玩具（如布娃娃或動物）從事扮演活動。最後提出適合的遊戲環境、遊戲介入的方法、及融合教育的安置原則等建議，供特教界和幼教界人士從事早期介入的參考。

關鍵字

遊戲行為；視障幼兒

並列摘要

The purpose of this study attempts to identify play behaviors of kindergarten children with visual impairments. Specifically, this study identifies play patterns of these children, their play interaction with sighted children, and differences of play patterns between visually impaired children and sighted children. Naturalistic observations and target-child observations were done to seven children, two sighted children and five visually impaired, during free-play time in a kindergarten classroom of a blind school. Each target child was videotaped, audiotaped and taken filed-notes for 20 minutes during observations of ten times during three months. Constant comparison method was conducted to analyze transcribed data from videotapes and field notes into play patterns those children. Findings provided early childhood educators and special education teachers with information on developmentally appropriate play environment and play interventions.

並列關鍵字

young children with visual impairments ； play behavior

參考文獻

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