蒙特梭利學前教材的設計與運用-以台灣童玩為例

國立臺北護理健康大學人類發展與健康學院 嬰幼兒保育系-國際蒙特梭利碩士專班 International Montessori Master Degree Program Department of Infant and Child Care College of Human Development and Health National Taipei University of Nursing and Health Sciences. 碩士技術報告 Technical Report. 指導教授：張孝筠 Adviser：Hsiao Yun Chang, Ed. D.. 蒙特梭利學前教材的設計與運用-以台灣童玩為例 Montessori Materials Design and Implementation for Three to Four Years old Children- Taiwan Folk Game. 研究生：黃千容 撰 Name：Huang, Cian-Rong May 2019.



ABSTRACT The purposes of this study was to examine that through the Montessori materials from researcher designed, the participants can develop the abilities of explore Taiwan Folk Game and distinguish difference between Taiwan Folk Game and modern game. This is an education study based on the Montessori pedagogy. Nineteen participants in this study were selected from Montessori Kindergarten where the researcher was having her internship. The age of participants was below three to four years old children for the research. Researcher used one-to-one interview to do the Pre-test and the Post-test to collect data and analyses the results. At beginning researcher observed the children development and through interaction with children to discover children’s interest. The researcher followed children’s interest and development to develop the project about Taiwan Folk Game. The researcher developed four Montessori activities: 1. Three-part-card of Taiwan folk game, 2. making a wooden spinning top, 3. which one is Taiwan Folk Game, and 4. Taiwan folk game story book. The researcher presented activities to all of children then putted all of activities on shelves to raise children to do activities independently. After her presentation, researcher observed all of children to understand their working ways and how often they do these activities autonomously. According the result of this research, most of children were unable named at least one of Taiwan folk games in the Pre-test. However, all of children can named at least eight of Taiwan folk games after fulfilled activities.. Key words: Children, Montessori Materials, Taiwan Folk Game. 2.

Contents Abstract-----------------------------------------------------------------------------2 Contents----------------------------------------------------------------------------3 Second cover-----------------------------------------------------------------------4 Introduction----------------------------------------------------------------------5-6 Method---------------------------------------------------------------------------7-9 Four activities--------------------------------------------------------------------10 Three-part-card of Taiwan folk game----------------------------11-13 Making a wooden spinning top-----------------------------------14-16 Which one is Taiwan folk game----------------------------------17-19 Taiwan folk game story book-------------------------------------20-22 Results-------------------------------------------------------------------------23-26 Four Extension exercises-------------------------------------------------------27 Circle time of create a spinning top -----------------------------28-29 Match Geometric Solid and spinning top -----------------------30-31 Outdoor teaching-Taiwan Folk Game Museum ----------------32-33 Hold a big activity for elder children ----------------------------34-36 Conclusion -----------------------------------------------------------------------37 References -----------------------------------------------------------------------38 Appendix 1-----------------------------------------------------------------------39 Appendix 2-----------------------------------------------------------------------40 Appendix 3-----------------------------------------------------------------------41 Appendix 4-----------------------------------------------------------------------42 Appendix 5-----------------------------------------------------------------------43. 3.

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Introduction I had spent about six months to observe and interact with the children in my internship. My internship is mix-age (3~6) Montessori Kindergarten. Due to the limitation of my internship kindergarten the children who can be my participants the age is three to four years old. The number of participants is 19. Through my observation, I discovered all of children like sharing toy day. My internship has sharing toy day once a week. Children can share their toy to each other. They interested in play toy with peers or play toy by own self. And I also found out one thing that most of children’s toy was made from plastic and toy style is modern. Therefore I decided to choose Taiwan folk game to be my intern project. On one hand, I followed children’s interest and development to develop the project. On the other hand, through this project children had opportunity to explore Taiwan folk game’s culture and understand ancient style toy. The researcher followed children’s discussion result to choose nine of Taiwan folk games in her project. They are spinning top, pinball, sand bag, dough figurine, dou pian, wang zai biao, stilt walk, rattle-drum, and bamboo dragonfly. The project had continues about four months. I developed four activities: 1.Three-part-card of Taiwan folk game, 2.Making a wooden spinning top, 3.which one is Taiwan folk game, and 4.Taiwan folk game story book. At first I presented activity to children, after my presentation if children want to do the activity they can take the activity from shelf and do it by themselves. The first activity I developed was Three-part-card of Taiwan folk game. Children through doing this 5.

activity they developed how to recognize nine of Taiwan folk game’s name and outward. I also prepared the area of real Taiwan folk games. In this area children not only can through sensory to see and touch Taiwan folk games but also got more impressive to recognize Taiwan folk game’s outward. This area also helped children recognize Taiwan folk games name in Three-part-card of Taiwan folk game activity. The second activity is making a wooden spinning top. In group time I asked children “which Taiwan folk game is your favorite one?” and most of children chose wooden spinning top. That was a reason I developed the activity for children. Through doing this activity child developed fine motor skill and three-finger holding ability. Child used colored pen to create pattern on his/her wooden spinning top and assemble it. Then child can use three-fingers turning his/her spinning top. The third activity is which one is Taiwan folk game. Children developed the ability of distinguish the difference between Taiwan folk game and modern game. The fourth activity is Taiwan folk game story book. I designed a lot of pictures about Taiwan folk game. Through reading this book children got more impressive about Taiwan folk game, they enjoy reading this book and explore Taiwan folk game culture.. 6.

Method I. Sample and procedure The researcher used Pre-test and Post-test method in the study. All of the participants from researcher’s internship where is mix-age (3~6) Montessori kindergarten. Due to the limitation of internship kindergarten the children who can be my participants the age is three to four years old. There were 19 children willed join this study. The researcher respect child’s willing to do this project. All of children were voluntary participation the project and they interested when they doing these activities which researcher developed. The project lasted for four months. At beginning most of children unable to named Taiwan folk games. Therefore I discussed with children in group time. I asked children “In your parents in childhood period, what are their toys?” I designed a sheet and let children give to parents when they get home. Figure1.. Figure1. 7.

After parents finished a sheet, the researcher shared sheets to all of children in group time. Through this way the researcher choose nine of Taiwan folk games in her project. Then I asked pre-test questions by one to one interview with the participants. The researcher did the pre-test questions with materials (Appendix 1 and Appendix 2) and recorded children’s respond with the form (Appendix 3). After pre-test researcher prepared the real Taiwan folk games area for children and presented four activities on the shelves. I started to invited child do the new activity with me. After my presentation I observed the child’s presentation. I also continued observing the participants to understand how often they do these activities and how to do these work independently. I collected post-test data every morning in my internship. After child finished the activity which I developed I asked post-test questions and recorded child’s respond in the form (Appendix 4 and Appendix 5) with child individually. II. Measures The researcher did the pre-test from March 5 to March 9. I presented and introduced nine of Taiwan folk games pictures: spinning top, pinball, sand bag, dough figurine, dou pian, wang zai biao, stilt walk, rattle-drum, and bamboo dragonfly to the participants in pre-test and post-test. I asked child “Do you know the name of this one?” during I showed each picture to child. And I showed modern activity pictures and Taiwan folk game pictures then I asked child “Do you know which one is Taiwan folk game?” “Cloud you distinguish difference between Taiwan folk game and modern game?” 8.

After I collected pre-test and post-test date, I started to compare the difference between pre-test and post-test result. According the result of pre-test, most of children cannot name object’s name let alone distinguish difference between Taiwan folk game and modern game. However the result of post-test most of children not only can name each Taiwan folk game but also developed the ability of distinguish difference between Taiwan folk game and modern game. Therefore the researcher inferred these activities are helpful to children’s learning.. 9.

Four activities.  Three-part-card of Taiwan folk game  Making a wooden spinning top  Which one is Taiwan folk game  Taiwan folk game story book. 10.

 Three-part-card of Taiwan folk game. Materials:  A set of picture cards with printed names  A set of picture cards  A set of name cards  Container Subjects: Children 3.5 years and older Prerequisite: matching experience Presentation: 1. Invite the child to do this activity. 2. Take the container out from the shelf and place it on a table. 3. Lay out the cards which are including the words and the pictures and put on the table. 4. 5. 6. 7.. Point to the card and say “This is spinning top.” Invite the child follows after you. Point to the card and say “This is pinball.” Invite the child follows after you.. 8. Point to the card and say “This is sand bag.” 9. Invite the child follows after you. 10. Point to the card and say “dough figurine.” 11.

11. Invite the child follows after you. 12. Point to the card and say “This is dou pian.” 13. Invite the child follows after you. 14. Point to the card and say “This is wang zai biao.” 15. Invite the child follows after you. 16. Point to the card and say “This is stilt walk.” 17. Invite the child follows after you. 18. Point to the card and say “This is rattle-drum.” 19. Invite the child follows after you. 20. Point to the card and say “This is bamboo dragonfly.” 21. Invite the child follows after you. 22. Give three period lessons to the child 23. Match the picture cards with picture cards with printed names. 24. Match the name cards with picture cards with printed names. 25. Invite the child to speak out the names of these Taiwan folk games. 25. Put cards back to the container. 26. Return the material to the shelf. Controls of errors: 1. Seeing that the pictures and names match Points of interest: 1. Different kinds of Taiwan folk games Aims: 1. Learn to read for meaning. 2. Understand Taiwan folk games Variations: 1. Increase or decrease the number of cards in a set. 2. Different subjects.. 12.

Photos of doing the activity. 13.

 Making a wooden spinning top. Materials:  A tray  Colored pen in the container  Wooden tops in the container  Wooden spinning top pieces Subjects: Children 3 years and older Prerequisite: 1. Three fingers holding experience. 2. Drawing experience. Presentation: 1. Invite the child to do this activity. 2. Take the tray out from the shelf and place it on a table. 3. Point to the material and say “we are going to make a wooden spinning top.” 4. Lay out one wooden spinning top piece on the table. 5. Choose what color you want from colored pen 14.

6. Use colored pen to draw a pattern on the wooden spinning top piece. 7. Put colored pen back to the container 8. Choose one wooden top from the container 9. Assemble wooden top and wooden spinning top piece. 10. Use three fingers to hold the wooden spinning top. 11. Turn the wooden spinning top 12. Appreciate the pattern during wooden spinning top rotating. 13. Stamp your name on your wooden spinning top. 14. Return the material to the shelf. Controls of errors: 1. Seeing that the wooden top and wooden spinning top piece match. Points of interest: 1. Rotating the wooden spinning top 2. Different color of colored pen. 3. Appreciate the pattern during wooden spinning top rotating. Aims: 1. Development of concentration, coordination, and independence. 2. Preparation for writing in holding a pencil. Variations: 1. Different materials to draw, water color pen or crayon.. 15.

Photos of doing the activity. 16.

 Which one is Taiwan folk game. Materials:  A tray  Ten crystal stones in a bowl  Ten cards (Each card had three modern games and one Taiwan folk game.)  A mat Subjects: Children 3 years and older Prerequisite: 1. One to one correspondence experience. Presentation: 1. Invite the child to do this activity. Name the material. 2. Put a mat on floor 3. Show the child where the material is located on the shelf. 4. Take the tray out from the shelf and place it on a mat. 5. Lay out all of cards on a mat (left to right) 6. Find which one is Taiwan folk game in each card. 17.

7. Pick up a crystal stone then put on Taiwan folk game. 8. Put crystal stone back to the container. 9. Put cards back to the tray. 10. Return the material to the shelf. Controls of errors: The number of crystal stone Points of interest: 1. The touching sense of crystal stone Aims: 1. Distinguish difference between Taiwan folk game and Modern game. 2. Development of concentration, coordination, and independence. Variations: 1. Use different material to replace the crystal stone. 18.

Photos of doing the activity. 19.

 Taiwan folk game story book. Materials:  Taiwan folk game story book Subjects: Children 3 years and older Prerequisite: 1. Fine motor experience. 2. Visual sense experience. Presentation: 1. Invite the child to do this activity. 2. Point to the material and say “This is a Taiwan folk game book.” 3. Lay out Taiwan folk game book on the table. 4. Sit on a chair 5. Open the Taiwan folk game story book 6. Use three fingers to turn next page 7. Appreciate the content of the Taiwan folk game story book. 8. Read the Taiwan folk game story book. 9. Close the Taiwan folk game story book 10. Return the material to the shelf. 20.

Controls of errors: 1. Seeing that the picture on the each page verifies the word. Points of interest: 1. Beautiful Taiwan folk game pictures Aims: 1. Explore Taiwan folk game culture. Variations: 1. Make books that are sequenced to match the order of the sounds in the language drawers.. 21.

Photos of doing the activity. 22.

Results I.. Pre-test According to the pre-test table (Table1.), all of participants couldn’t. recognize all of Taiwan folk games name in pre-test. Only three of children could know the name of spinning top, three of children could recognize the name of pinball. One of children could know the name of sand bag, and one of children could recognize the name of bamboo dragonfly. I also asked children “How do you know this name?” Interestingly, children who know Taiwan folk game name told me “Because my parents play it with me.” The researcher inferred children’s background experience is helpful of children cognition. Obviously, only few children can tell the name of few Taiwan folk game names in pre-test.. II. Post-test According to the Post-test table (Table2.), all of participants already finish four of activities which the researcher developed. There are 100% of children (19 of 19) who could recognize and speak out the name of “spinning top”, “pinball”, “sand bag”, “dou-pian”, “stilt walk”, “rattle-drum”, and “bamboo dragonfly”. There are 94.7 % of children (18 of 19) who could recognize and speak out the name of “dough figurine”. There are 84.2% of children (16 of 19) who able to recognize and speak out the name of “wang-zai-biao”. The researcher compared the result between Pre-test and Post-test (Chart 1.). There is significantly difference between Pre-test and Post-test. 23.

Table 1. Pre-test table. Recognition of Taiwan folk game names A. C.. 1. Spinnin g top. Pinball. Sand. Dough. Dou. bag. figurine. pian. Wang zai biao. Stilt. Rattle-dru. Bamboo. walk. m. dragonfly. X. 2 3. X. 4. X. 5 6 7 8. X. 9 10 11. X. X. 12 13 14 15 16. X. X. 17 18 19. X. 24.

Table 2. Post-test table. Recognition of Taiwan folk game names A. C.. Spinnin g top. Pinball. Sand. Dough. Dou. bag. figurine. pian. Wang zai biao. Stilt. Rattle-dru. Bamboo. walk. m. dragonfly. 1. X. X. X. X. X. X. X. X. X. 2. X. X. X. X. X. X. X. X. X. 3. X. X. X. X. X. X. X. X. X. 4. X. X. X. X. X. X. X. X. X. 5. X. X. X. X. X. X. X. X. X. 6. X. X. X. X. X. X. X. X. 7. X. X. X. X. X. X. X. X. X. 8. X. X. X. X. X. X. X. X. X. 9. X. X. X. X. X. X. X. X. X. 10. X. X. X. X. X. X. X. X. X. 11. X. X. X. X. X. X. X. X. X. 12. X. X. X. X. X. X. X. X. 13. X. X. X. X. X. X. X. X. 14. X. X. X. X. X. X. 15. X. X. X. X. X. X. X. X. X. 16. X. X. X. X. X. X. X. X. X. 17. X. X. X. X. X. X. X. X. X. 18. X. X. X. X. X. X. X. X. X. 19. X. X. X. X. X. X. X. X. X. X. X. 25.

Chart 1.. Comparing between Pre-test and Post-test. 26.

Four Extension Exercises.  Circle time of create a spinning top  Match Geometric Solid and spinning top  Outdoor teaching-Taiwan Folk Game Museum  Hold a big activity for elder children. 27.

 Circle time of create a spinning top. Materials: Children find the material from environment. Subjects: Children 3 years and older Prerequisite: 1. Fine motor experience. 2. Wooden spinning top activity. The process of circle time: 1. Invite children to join this activity. 2. Invite children sit on white line. 3. Show the wooden spinning top to children. 4. Ask children “Do you remember what its name?” 5. Children respond “wooden spinning top.” 6. Inspire children to find different materials which can be create a spinning top. 7. Children observe the environment. 8. Children go to find materials from the environment. 9. Children start to create spinning top. 10. Put a mat on the floor to lay out children’s works. 11. Invite each child shares his/her spinning top to everyone. 12. Children Introduce spinning top and turn spinning top. 13. Put work on mat then take turns sharing. 14. Ask children “Do you know why spinning top can turning?” 28.

15. One of Children points the top and responds “because there is a top in bottom.” 16. Children put their works on Taiwan folk game area let everyone can appreciate them. 17. Put mat back to original place. Points of interest: 1. Create spinning top 2. Turn spinning top Aims: 1. Develop children’s observation ability. 2. Develop children’s presentation ability. Variations: 1. Turn each spinning top to observe what kind of spinning top can turning longest time. 2. Use different subject.. 29.

 Match Geometric Solid and spinning top. Materials:  Ten geometric solids: cube, cylinder, cone, quadrilateral prism, triangle prism, square-based pyramid, triangle-based pyramid, sphere, ovoid, and ellipsoid.  A mat  A basket (geometric solids in inside.)  Three spinning tops by children created: triangle-based pyramid, square-based pyramid, and cone spinning top. Subjects: Children 3 years and older Prerequisite: 1. Matching experience 2. Discrimination of shape Presentation: 1. Invite the child to do this activity. 2. Show the child where the geometric solids are located on the shelf. 3. Lay out a mat on the floor 4. Use two hands carry the basket 5. Put the basket on the mat 6. Place the solids and three spinning tops on the mat. 7. Say, “I will feel the solids and spinning top then see how they move.” 30.

8. Explore the solids and spinning tops by rotating them in both hands and by placing them on a surface and gently pushing. 9. Point to the “cone spinning top” 10. Use finger to feel the based and top of cone spinning top. 11. Find the same shape with cone spinning top 12. Match cone and cone spinning top. 13. Point to the “triangle-based pyramid spinning top.” 14. Use finger to feel the based and top of triangle-based pyramid spinning top. 15. Find the same shape with triangle-based pyramid spinning top. 16. Match triangle-based pyramid and triangle-based pyramid spinning top. 17. Point to the “square-based pyramid spinning top.” 18. Use finger to feel the based and top of square-based pyramid spinning top. 19. Find the same shape with square-based pyramid spinning top. 20. Match square-based pyramid and square-based pyramid spinning top. 21. Put solids and spinning tops back to the basket. 22. Return the material to the shelf. 23. Put the mat back to the original place. Points of interest: 1. The basic faces on a geometric solid and spinning top. 2. The touching sense of geometric solid and spinning top. Aims: 1. Development of visual perception of solid figures. 2. Development of matching ability. Variations: 1. Use geometric solids to do the mystery bag activity.. 31.

 Outdoor teaching-Taiwan Folk Game Museum Children like to explore the beautiful culture of Taiwan folk games at the Taiwan Folk Museum. Figure 2~ Figure 5.. Figure 2.. Figure 3. 32.

Figure 4.. Figure 5. 33.

. Hold a big activity for elder children. Due to the limitation of my internship kindergarten the children who can be my participants the age is three to four years old. But elder children they also interested about Taiwan Folk Game. Therefore I discussed this issue with my children, after our discussion we decided to hold the activity for elder children. All of three to four age children be guiders and invited five to six age children to join the activity. Younger children introduced each Taiwan Folk Game’s name and presented the way to play these folk games to elder children. Children were exploring Taiwan folk game in the activity happily. Figure 6 ~ Figure 10.. Figure 6.. 34.

Figure 7.. Figure 8.. 35.

Figure 9.. Figure 10.. 36.

Conclusion I believe the study was successfully implemented. The project is helpful for children learning. Children interested to explore Taiwan Folk Game’s culture and the project also raised children’s learning motivation. Most children did the project of activities at least three times independently. Most children were able to identify each Taiwan folk game’s name and distinguish the different between Taiwan folk game and modern game. After all children did “Which one is Taiwan folk game” activity, I discussed about “what’s the different between Taiwan Folk game and modern game” with the participants. I integrated the discussion result is children think almost of Taiwan folk games are made from original materials, for example, wooden, bamboo and paper but almost of modern games are made from plastic. And children also observed almost of Taiwan folk games have no electric power but some of modern games had electric power. Through this discussion time, I got more understanding of children’s thinking. Once, one of participants he’s doing “Making a wooden spinning top” activity independently. After he finished the activity, he told with his peer “I discovered no matter what pattern that I draw on my spinning top, when I turning the pattern always become a circle pattern.” And the child excited to show this to his peer. At that time peer power engaged children, they work together also increased their interested in this activity. The Child also let me surprise at that time, because he observed the thing is I never notice. I think not only children grow up from the project but also I learn from children during the project. 37.

References Carol Garhart Mooney. (2000). Theories of Childhood. Upper Saddle River, New Jersey: Pearson Education, Inc. Constance Kamii. (1995). Number in Preschool and Kindergarten: Education Implications of Piaget’s Theory. Washington, DC: National Association for the Education of Young Children Judith A. Schickedanz., & Renee M. Casbergue. (2009). Writing in preschool: Learning to Orchestrate Meaning and Marks. International Reading Association, Inc. Judy R. Jablon., Amy Laura Dombro., & Margo L. Dichtelmiller. (2013). The Power of Observation: Birth to age 8. Washington, DC: Teaching Strategies, Inc. Maria Montessori. (1949). The Absorbent Mind.C. Subbarayudu, Vasanta Press: The Theosophical Society, Adyar, Madras. Oklahoma City University. (2015). Montessori Language Manual 2 1/2 to 6 Years. Oklahoma City University Montessori Teacher Education Program. Pamela Zell Rigg. (2013). Sensorial Manual Early Childhood. Montessori Research and Development. Paula Polk Lillard. (1972). Montessori: A Modern Approach. New York: Schocken Book Inc. Paula Polk Lillard. (1997). Montessori: In the Classroom. New York: Schocken Book Inc.. 38.

Appendix 1 Materials-Taiwan folk games spinning top. bamboo dragonfly. sand bag. wang zai biao. dough figurine. pinball. stilt walk. rattle-drum. dou pian. 39.

Appendix 2 Material-Modern games Fighting spinning top Electric game. Plastic doll. Helicopter toy. 40. plastic doll. Electric toy.

Appendix 3 Pre-test (recording form) questions. After researcher presentation, record the key points from child respond.. (ask questions in Chinese) 1.. 請問你知道這是什麼嗎? Do you know the name of this? (重複 9 次 repeat nine times) (陀螺/spinning top, 彈珠台/pinball, 沙包/sand bag, 捏麵人/dough figurine, 鬥片/dou pian, 尪仔標/wang zai biao, 踩高蹺/stilt walk, 波浪鼓/rattle-drum, 竹蜻蜓 bamboo dragonfly.). 2. 請問你知道哪一個是台灣童玩嗎? Do you know which one is Taiwan folk game. children. 3. 請問你能區分童玩和現代玩具的差別嗎? Could you distinguish difference between Taiwan folk game and modern game?. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19. 41.

Appendix 4 Post-test (recording form) Questions. After researcher presentation, record the key points from child respond. (ask questions in Chinese) 1.. 請問你知道這是什麼嗎? Do you know the name of this one? (9 次 repeat nine times) (陀螺/spinning top, 彈珠台/pinball, 沙包/sand bag, 捏麵人/dough figurine, 鬥片/dou pian, 尪仔標/wang zai biao, 踩高蹺/stilt walk, 波浪鼓/rattle-drum, 竹蜻蜓 bamboo dragonfly.). 2. 請問你知道哪一個是台灣童玩嗎? Do you know which one is Taiwan folk game 3. 請問你能區分童玩和現代玩具的差別嗎? Could you distinguish difference between. Children. Taiwan folk game and modern game?. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19. 42.

Appendix 5 Post-test (recording form) Questions. Activities/How many times the child had did activity? (If he/she finished the activity once, draw a line in the place. If he/she did the activity twice, draw two lines, and so on.). Three-part-card. Children of Taiwan folk game. Making a. Which one is. Taiwan folk game. wooden spinning. Taiwan folk game. story book. top. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19. 43.