A developmental and practical studies of individual differences in problemsloving and development of curriculum in early childhood.

以下是两年多来对幼儿园儿童在自由游戏活动中的认知风格和行为的纵向研究结果。1.从幼班到大班，幼儿的冲动-反应维度的认知风格保持稳定，反应潜伏期和错误数也保持稳定。这一结果与过去的其他报告相矛盾，这些报告声称这些年龄阶段的稳定性较低。2.场依存性和场独立性的认知风格在不同时期也表现出稳定性，反思风格与场独立风格相关，冲动性风格与场依赖风格相关。3.在场依存性和场依存性风格的测量任务中，幼儿园儿童的反应、外界因素的干扰和加速呈现出独特的特点。这些结果表明，幼儿园儿童和成人在信息加工速度以及对要解决的任务进行选择性和有意注意的能力上存在差异。4.对于幼儿的自我主张，在对待自我主张较强的幼儿时，幼儿教师倾向于说理，在言语和行为上对幼儿表现出平等的接受和拒绝。对于那些较少自我主张的人，他们在所有情况下都表现出口头上的接受。此外，幼儿教师对幼儿的反应会因幼儿认知方式的不同而不同，也会因幼儿园年龄段的不同而不同。在这些研究成果的基础上，正在讨论和开发全年课程和日常课程，以充分利用幼儿园儿童的个体差异。

Followed are the results gained through the longitudinal researches over two years on the kindergarten children's cognitive styles and their behavior in free-play activities. 1. Over the years from younger classes to older classes in the kindergarten, the cognitive styles of impulsivereflective dimension remained stable, along with the stabiltiy in response latency and the number of errors. This result contradicts the other reports in the past which claimed the low staiblity at these stages of age. 2. The cognitive styles of field-dependence and field-independence also showed their stability through these ages, and the reflective style was related to the field-independent style, as was the impulsive style to the field-dependent style. 3. On the tasks to measure the fielddependent and field-endependent styles, kindergarten children showed peculiar characteristics in their responses ; interference and accelerarion caused by outer factors. These results indicated that there were differences between kindergarten children and adults in the speed of information processing and also in the ability to pay selective and intentional attention to tasks to be solved. 4. As for the kindergarten children's self-assertion, in dealing with the kindergarten children who showed strong self-assertion, kindergarten teachers tended to reason out the matters and they showed verbal and behavioral acceptance and rejection equally to the children. To those who made less self-assertion, they showed verbal acceptance in all situations. In addition, the responses of kindergarten teachers to kindergarten children change with their cognitive styles and also with the time of the kindergarten year. With these results in othes study, year-round curriculums and daily programs are now being discussed and developed so as to fully utilize kindergarten children's individual differences.