A Positive Study on How Children Understand and Develop the Routine Way of Living

儿童如何理解和发展日常生活方式的实证研究

• 批准号: 16500471
• 负责人: OTAKI Midori
• 金额: $ 2.37万
• 依托单位: Joetsu University of Education
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2004
• 资助国家: 日本
• 起止时间: 2004 至 2006
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-16500471/
• 关键词: routine way of living; make-believe play; longitudinal study; 3 consecutive years; nursery school; toddler; care taker; manipulating toys; 意味体系; 2歳児; 1歳児

The purpose of this study is to clarify, by a three-year longitudinal observation and study, how children learn to use 20 kinds of make-believe play toys and how they come to understand the meaning of it.The subjects were 16 infants under a year old at the beginning of this study who belonged to public nursery schools. Their make-believe plays were observed for 3 consecutive years, until they became three years old, and the followings were revealed : One-year-old toddlers were often seen playing with 2 toys combined. There were 2 kinds of make-believe plays observed : the similar ways to how adults handle the objects and the ones different. Two-year olds used two kinds of toys combined and played with them as the same way as adults handle the objects. Three-year olds manipulated three or more kinds of toys combined, moreover, in the right sequence. It became clear that there are three factors, experience of manipulating objects, imitating other toddlers and/or care takers as well as care takers' involvement, playing significant roles for toddlers to understand both how to handle objects and the meaning of it in the whole course of action.

本研究的目的是通过三年的纵向观察和研究，阐明儿童是如何学会使用20种虚拟游戏玩具的，以及他们是如何理解它的意义的。他们连续三年观察他们的虚拟游戏，直到他们三岁，结果显示：一岁的幼儿经常玩两个玩具加在一起。观察到了两种虚构的游戏：一种是成年人处理物品的相似方式，另一种是不同的。两岁的孩子使用两种玩具组合在一起，玩它们的方式与成年人处理物品的方式相同。此外，三岁的孩子按正确的顺序操作三种或三种以上的玩具。很明显，有三个因素，即操纵物体的经验，模仿其他幼儿和/或照顾者以及照顾者的参与，对幼儿理解如何处理物体以及在整个行动过程中理解物体的意义起着重要作用。