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A study on social aspects of young children's every-day life learning : focused on emergent literacy

幼儿日常生活学习的社会方面的研究：关注新兴读写能力

基本信息

批准号：
09410038
负责人：
TAKAGI Kazuko
金额：
$ 2.56万
依托单位：
Ritsumeikan University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
1997
资助国家：
日本
起止时间：
1997 至 1999
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09410038/
关键词：
learning for succeed learning in tuned activity literacy day-care curriculum cultural learning hiragana letter stamp writing はんこ作文

项目摘要

Young children aged 3 to 6 have acquired many phisical, cognitive and social skills thorough their Interactive experiences with their peers and care-takers.It was known that some Japanese children start to read hiragana letters without formal instruction around 4. We hypothesized that associated with their meta-cognitive development. children's learning style might transit from primary learning in tuned activity to intentional learning for succeed of cultural values.One purpouse of the study was find the transition pattans in individual level focused on starting the emergent hiragana letter reading. Then, we attempted to analize the social interactive influence on the transition that included peer interaction. care-taker support and day-carecurriculams.33 children and their care-takers in a private day-care in Kyoto attended the study from March 1997 to March 1999. We observed children's behavior at free picture-book reading time in 1997-1999, and hiragana letter stamp writing activities in 1999. Individual letter reading and meta-cognitive development were assessed every year and children's every day behaviors were reported by care takers were used.Main result were as follows :We found five patterns of transition in that period.1) early transition : they already could read most of hiragana letters fluently.2) early 4 years transition : they know hiragana reading but not read by themselves t first.3) late 4 years transition : they know hiragana reading but not read by themselves at first.4) after 5 years transition : they emerged reading in 5 years class activities.5) late transition : transition did not occur in that periodThe children have experienced the transition in these study period interacted on literacy activities with peers, but early transition children did not so much. late transition children had some difficulties on hiragana letter stamp writing. however, they had received many kinds of help from their friends.

3至6岁的幼儿通过与同龄人和照顾者的互动体验获得了许多物理，认知和社交技能。据了解，一些日本儿童在4岁左右开始阅读平假名字母，而无需正式指导。我们假设这与他们的元认知发展有关。儿童的学习风格可能会从协调活动中的初级学习过渡到文化价值观的有意学习，本研究的目的之一是发现个体层面的过渡模式集中在启动涌现的平假名字母阅读上。然后，我们试图分析包括同伴互动在内的社会互动对转变的影响。1997年3月至1999年3月，京都一家私立日托所的33名儿童及其照料者参加了这项研究。我们观察了1997-1999年儿童在免费图画书阅读时间的行为，以及1999年平假名字母邮票书写活动。本研究每年对儿童的字母阅读和元认知发展进行评估，并采用照顾者报告的儿童日常行为，主要结果如下：在这一时期，我们发现了五种过渡模式：1）早期过渡：他们已经能够流利地阅读大部分平假名字母; 2）4岁早期过渡：他们首先会阅读平假名，但不能自己阅读; 3）4岁晚期过渡：他们已经能够阅读平假名字母。5）过渡期：在5年的课堂活动中出现了阅读; 5）过渡后期：在5年的课堂活动中没有出现过渡儿童在这些学习期间经历了过渡，但在识字活动中与同伴的互动并不多。后期过渡儿童在书写平假名字母邮票时有一定困难。但他们得到了朋友们的各种帮助。