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
-
以蛋為例Montessori Materials Design and Implementation
for Three to Six Years old Children- Egg
研究生
:
歐芷妍 撰Name: AU CHI YIN
May 2019
1
Abstract
Objective: This project aims at supporting the children in learning the names of the eggs and different parts of the eggs; understanding where the eggs come from and learning different ways of cooking the eggs. Method: Pre-test and post-test were conducted and a data chart was created to record the children’s responses for the questions. Three questions were asked, including “Do you know the name of this egg?”;
“Do you know where this egg comes from?”; “Do you know how to cook this egg?”
During the project, the children were introduced to three kinds of eggs, including chicken egg, salted duck egg, and quail egg. The project contained four main activities and three extension activities. The main activities were “Grinding egg shells for planting”
(Practical life), “Egg tasting” (Sensorial), “Vocabulary cards with written labels”
(Language), and “Making an egg book” (Language and Culture). Extension activities were “Cooking an egg” (Practical life), “Weighing an egg” (Mathematics), and
“Introducing the concept of minutes by calculating the time needed to boil an egg”
(Mathematics). The activities cover the five areas of Montessori Education including Practical life, Sensorial, Language, Mathematics, and Culture. Results: The post-test confirmed that the project was quite successful. By the end of the project, all of the children (9 of 9) knew the name of chicken egg; 8 of 9 of the children knew the name of salted duck egg; and 5 of 9 of the children knew the name of quail egg. Furthermore, 8 of 9 of the children were able to tell chicken egg comes from chicken; 6 of 9 of the children were able to tell salted duck egg comes from duck; while 5 of 9 of the children knew that quail egg comes from quail. Children were able to understand the way to cook the three kinds of eggs.
Keywords: eggs, Montessori, three to six
Contents
Pages Abstract--- 1 Contents--- 2 Introduction--- 3-4 Pre-test & Post-test questions--- 5-7 Pre-test and Post-test Results--- 8-10 Main Activities--- 11 - Vocabulary Cards with Written Labels--- 12-14 - Grinding Egg Shells--- 15 - Egg Tasting--- 16
- Making an Egg Book--- 17-18 Three Extension Activities--- 19 - Cooking an Egg--- 20-25 - Weighing an Egg--- 26-28
- Introducing the concept of minutes--- 29
Conclusion--- 30-31
Model Exercises--- 32-39
References--- 40
3
Introduction
I decided to do my project on eggs when I saw children in my intern classroom were demonstrating a strong interest in different kinds of eggs. Children were bringing their own lunch every day. During lunch, they were interested in observing what each other is having. And there was a child, who brought salted duck eggs for lunch almost every day and others often brought chicken eggs. As observed in their social interaction, they were also making jokes with rhyming words, such as “Forty eight? Salted eggs?” I wanted to provide them with opportunities to explore different kinds of eggs, including chicken egg, salted duck egg and quail egg, in order to help them have a better understanding of the eggs they eat every day.
I began to plan my project in late February and started my project in April. The project lasted for 2.5 months. The goal of the project was to support the children in learning the names of the eggs and different parts of the eggs, understanding where the eggs come from, and learning different ways of cooking the eggs. When selecting the eggs, I tried to choose chicken egg and salted duck egg which the children might be familiar with. I also choose quail egg because some of them had read a book called “Animals”, of which they knew that birds lay eggs, and the color and size of quail egg is easy to differentiate from chicken egg and salted duck egg.
The main activities were vocabulary cards with written labels, grinding egg shells for planting, egg tasting, and making an egg book. Extension activities were cooking an egg, weighing an egg, and introducing the concept of minutes by calculating the time needed to boil an egg.
For the pre-and post-tests, I showed each child the picture of chicken egg, salted duck egg and quail egg one by one and asked them, “Do you know the name of this egg?”;
“Do you know where this egg comes from?”; “Do you know how to cook this egg?” I collected the data about which eggs each child was able to recognize. Then, I created pre-test and post-test data chart to record the children’s responses for all the questions.
5
Pre-test & Post-test questions
Show each child the picture of chicken egg, salted duck egg and quail egg. Ask them the questions:-
1. Do you know the name of this egg?
Pre-test
Chicken egg Salted duck egg Quail egg
Child 1 V
Child 2 V
Child 3 V
Child 4 V
Child 5 V V
Child 6 V
Child 7 V
Child 8 V
Child 9 V
Post-test
Chicken egg Salted duck egg Quail egg
Child 1 V V V
Child 2 V V
Child 3 V V V
Child 4 V V V
Child 5 V V
Child 6 V
Child 7 V V V
Child 8 V V V
Child 9 V V
2. Do you know where this egg comes from?
Pre-test
Chicken egg Salted duck egg Quail egg
Child 1 V
Child 2 Child 3 Child 4 Child 5 Child 6 Child 7 Child 8 Child 9
Post-test
Chicken egg Salted duck egg Quail egg
Child 1 V V V
Child 2
Child 3 V V
Child 4 V V V
Child 5 V V
Child 6 V
Child 7 V V V
Child 8 V V V
Child 9 V V
7
3. Do you know how to cook this egg?
Pre-test
Chicken egg Salted duck egg Quail egg Child 1
Child 2
Child 3 V V V
Child 4 Child 5 Child 6
Child 7 V
Child 8 V
Child 9
Post-test
Chicken egg Salted duck egg Quail egg
Child 1 V V V
Child 2 V V V
Child 3 V V V
Child 4 V V V
Child 5 V V V
Child 6 V
Child 7 V V V
Child 8 V V V
Child 9 V
Pre-test and Post-test Results
There were a total of 9 children who participated in the pre-test and post-test. My pre-test discovered that all of the 9 children knew the name of chicken egg, both in English and Mandarin or Cantonese. At the beginning of the project, only one child was able to name salted duck egg. No children knew the name of quail egg. Some children name quail egg as “bird egg”, which is partly correct because quail is a kind of bird. Some other children said it was “small egg” or “mini egg”.
For the second question, “Do you know where this egg comes from?” in the pre-test, only one child was able to answer chicken egg comes from chicken. 5 children answered, “from Australia”, “from Japan”, “from the supermarket”, “from bread” or
“from USA” respectively.
For the third question, “Do you know how to cook this egg?”, one child answered, “we can fried chicken egg, salted duck egg and quail egg”. Another child answered, “We can fry chicken egg.” And one of the child answered, “We can use fire to cook salted duck egg.”
The post-test confirmed that the project was quite successful. By the end of the project, all of the children (9 of 9) knew the name of chicken egg; 8 of 9 of the children knew the name of salted duck egg; and 5 of 9 of the children knew the name of quail egg. Furthermore, 8of 9 of the children were able to tell chicken egg comes from chicken; 6 of 9 of the children were able to tell salted duck egg comes from duck ;
9
while 5 of 9 of the children knew that quail egg comes from quail.
Children seemed to be able to understand the way to cook the three kinds of eggs. All of the children were able to answer, “We can boil or fry chicken egg.” For salted duck egg and quail egg, 7 of 9 were able to tell, “We can boil the salted duck egg and quail egg”. For the 2 children who were not able to answer, probably because they only came to school three times a week or they left school early, and so they were lack of experience in cooking the eggs.
Images of eggs
Chicken egg Salted duck egg Quail egg
11
Four Main Activities
Vocabulary Cards with Written Labels
Grinding Egg Shells
Egg Tasting
Making an Egg Book
Vocabulary Cards with Written Labels
3 Part Cards - Eggs (English)
3 Part Cards – Eggs (Chinese)
13
Vocabulary Cards with Written Labels
3 Part Cards – Parts of an egg (English)
3 Part Cards – Parts of an egg (Chinese)
Vocabulary Cards with Written Labels
Working with 3 Part Cards - Eggs
Working with 3 Part Cards – Parts of an egg
15
Grinding Egg Shells
Working with “Grinding Egg Shells”
Egg Tasting
Children are removing the egg shells, preparing for the “Egg Tasting” activity.
Two children doing the “Egg Tasting” activity with blindfold.
17
Making and Egg Book
Making an Egg Book
19
Three Extension Activities
Cooking an Egg
Weighing an Egg
Introducing the concept of minutes
Cooking an Egg
21
Cooking an Egg
1. Get water from the sink.
2. Wash and scrub the egg.
3. Add water to the cooker.
4. Put the egg into the cooker.
5. Turn on the cooker.
6. Set the timer and start.
23
7. Record the minutes taken to cook an egg.
Cooking an egg
Cheese Omelet
1. Stir the egg.
2. Pour the egg into the pan and add the cheese.
25
3. Fry the egg.
4. Taste the cheese omelet.
Weighing an Egg
27
Weighing an Egg
Activity 1
1. Weigh an egg with a scale.
2. Record the weigh of an egg.
Weighing an Egg
Compare and record the weigh of an egg before cooking and after cooking to see whether it weighs more when cooked.
29
Introducing the concept of minutes
Record the minutes taken to cook an egg.
Conclusion
To conclude, this project was able to support children in achieving the three goals.
Children were able to learn the names of the eggs and different parts of the eggs through main activities and extension activities. Also, they were able to understand where the eggs come from through circle time and works in the cultural area.
Furthermore, children were able to experience and learn different ways of cooking eggs. Overall, the planned activities were able to help children in increasing the knowledge of eggs.
From the experience of pre-test, children provided me with interesting and unexpected answers. For example, when asking them, “Do you know where this egg comes from?” I have never expected children to say, “Japan”, “USA”, “Australia”
or “Supermarket”. And for the question, “Do you know how to cook this egg?” A child said, “My grandma knows, you may ask her”. This experience reminded me that we should never assume what children know or do not know something. No matter it is a mixed age classroom, or children of the same age, their understanding of certain knowledge may vary. The pre-test and post-test are great tools of testing what children have already understand. When designing and giving individual lessons, we can follow the child and adjust the level that suits children’s needs.
There are several changes and additions that could have improved learning outcomes and post-test results. First, since the egg shells of salted duck egg and chicken egg (with white egg shells) look alike, when preparing pictures for the pre-test and post-test, it is suggested to provide picture of salted duck egg with
31
“salted charcoal”, which is black, so that children can differentiate easily from the outlook. Second, for weighing the eggs activity, it would be better to provide an electronic scale to the children who can managed to do decimal system, so as to get a more accurate result.
Vocabulary cards and written labels (3 part cards) Materials:
• A tray/container
• Three Part Cards of chicken egg, salted duck egg and quail egg
• Folder for putting the 3 part cards
Subjects:
Ages are from 3-6. No prerequisites.
Presentation:
1. Invite the child to do the exercise.
2. Carry tray with both hands carefully to an appropriate workplace.
3. Place the tray on the table.
4. Seat the child to your sub-dominant side.
5. Show the child the tray and the contents.
6. Say to the child, “We are going to match.”
7. Place all picture/name cards in a row working from left to right along the top of your mat, leaving space between each card.
8. Take out all the picture only cards, place them in the bottom left corner of the mat. Say, “These are the pictures.”
9. Take out all of the labels, place them at the bottom of the mat next to the picture only cards. Say, “These are labels.”
10. Start matching with picture only cards first. Take the first picture card from the stack and move it along beneath the picture/name cards until it matches the card above. Leave the picture card below its match. Continue matching all remaining picture cards.
11. Start matching labels next. Say to the child, “Now, I am going to match the labels.” Take the first label from the stack and move it along beneath the picture only cards. Point to the letters on the label to demonstrate that they do or do not match with the picture/name cards. Leave the label below its match.
12. After matching the first label, point to the letter name card and then point to the completed picture only card/label set. Say to the child, “Now this card is the same as this card.” Continue matching all remaining labels.
13. Say the names of each egg while pointing to the names on the cards. For example, “chicken egg, salted duck egg, quail egg”.
33
14. Stack the picture/name cards and put them into the folder, followed by picture only cards and labels.
15. Return the tray back to the shelf.
Points of Interest
1. The visual interest of the egg pictures.
2. Seeing the picture/name cards matches the picture only cards and labels.
Controls of Error
1. Seeing all cards placed on the mat, with an empty folder.
2. Seeing the picture matches the picture/name cards.
3. Seeing the labels are the same as the picture/name cards.
Goals:
1. Order
2. Coordination 3. Concentration 4. Independence 5. Logical thinking
6. Visual discrimination/matching 7. Identify different kinds of eggs
Grinding egg shells
Materials:
• Mortar & Pestle
• A bowl
• Washed, rinsed and dried egg shells
Subjects:
Ages are from 3-6. No prerequisites.
Presentation:
1. Invite the child to do the exercise.
2. Put on apron.
3. Carry tray with both hands carefully to an appropriate workspace.
4. Place the tray on the table.
5. Seat the child beside you.
6. Name the parts of the activity Use precise language: Mortar & Pestle, bowl, egg shells.
7. Put an egg shell into the bowl of the mortar.
8. Use the pestle to grind the egg shells.
9. When the egg shells have been grinded finely enough, transfer them into the bowl.
10. Return the tray slowly and carefully to its place on the shelf.
11. Tell the child it is his/her turn.
Points of Interest
1. The feel and texture of the mortar and pestle.
2. The color of the egg shells.
3. The sounds made when grinding the egg shells.
4. The finely grinded egg shells.
Control of Error
1. Seeing, hearing egg shells spilling on the tray, table or the floor.
2. Seeing egg shells not placed in the bowl.
35
Goals:
1.Order
2.Coordination
3. Concentration
4. Independence
Variations:
1. Change the color of the chicken egg shells (brown, white).
2. Change the types of egg shells (chicken egg, salted duck egg, quail egg).
3. Change the size of the mortar and pestle.
Egg Tasting Materials:
• Tray
• 3 bowls
• Toothpicks
• Chicken Egg (cut into small pieces)
• Salted Duck Egg (cut into small pieces)
• Quail Egg (cut into small pieces)
• Blindfold
• A glass of water
Subjects:
Ages are from 3-6. No prerequisites.
Presentation:
1. Invite the child to do the exercise.
2. Put on apron.
3. Carry tray with both hands carefully to an appropriate workspace.
4. Place the tray on the table.
5. Seat the child beside you.
6. Name the parts of the activity. Use precise language: bowls, toothpicks, chicken egg, salted duck egg, quail egg.
7. Use a toothpick to get a piece of chicken egg and let the child taste it. Tell the child,
“This is chicken egg.”
8. Ask the child to drink some water.
9. Use a toothpick to get a piece of salted duck egg and let the child taste it. Tell the child, “This is salted duck egg.”
10. Ask the child to drink some water.
11. Use a toothpick to get a piece of quail egg and let the child taste it. Tell the child,
“This is quail egg.”
12. Ask the child to put on the blindfold.
13. Use a toothpick to get a piece of chicken egg/salted duck egg/quail egg and let the child taste it. Ask the child, “What egg is it?”
14. Invite the child to drink some water.
15. Continue the activity by letting the child to taste other kinds of eggs.
16. Return the tray slowly and carefully to its place on the shelf.
17. Tell the child it is his/her turn.
37
1. The 3 kinds of eggs cut into pieces.
2. The taste of the eggs.
3. The blindfold
Control of Error
1. The taste of the eggs.
2. The color of the egg yolks.
Goals:
1. Order
2. Coordination
3. Concentration
4. Independence
5. Discriminate the taste of chicken egg, salted duck egg and quail egg.
Variations:
1. Change the way of cutting the chicken eggs, salted duck eggs and quail eggs.
2. Change the container of placing the eggs
Making an Egg Book Materials:
• A tray
• Color papers (cover of the book)
• Strings and holder
• Print outs (Different parts of the eggs, including yolk, egg white, shell membrane, shell)
• Tray for print outs
• Colored pencils
Subjects:
Ages are from 3-6. No prerequisites.
Presentation:
1. Invite the child to do the exercise.
2. Carry tray with both hands carefully to an appropriate workplace.
3. Place the tray on the table.
4. Seat the child to your sub-dominant side.
5. Show the child the tray and the contents.
6. Say to the child, “We are going to make a book.”
7. Take out a set of print out. Use color pencil to color or indicate the parts of the eggs.
8. Take a color paper. Design the cover of the egg book by drawing an egg and write the title of the book “Parts of an egg”.
9. Use a string to bind the set of print out with a color paper cover.
10. Return the tray back to the shelf.
Points of Interest
1. The visual interest of the egg pictures.
2. The self designed book cover.
3. The colored paper and string.
Controls of Error
1. Seeing different parts of the eggs correctly labeled.
2. Seeing the print outs bind with a string and cover.
39
Goals:
1. Order
2. Coordination 3. Concentration 4. Independence
5. Learning different parts of the eggs 6. Identify different parts of the eggs
References
Beaty, J.J. (2010). Observing Development of the Young Child (7th ed.). New Jersey:
Pearson.
Montessori, M. (1912). The Montessori Method. New York: Frederick A. Stokes Company.
Montessori, M. (1949). The Absorbent Mind. India: The Theosophical Publishing House.
