The main purpose of this study is to teach preschool children local snacks in Hong Kong as an example of the implementation of the Montessori cultural curriculum. The research method uses a single sample of pre- and post-tests of cognitive assessment to assess the outcomes of educational activities. The research results show that the children in this study have been promoted and grown in all respects.
本研究的主要目的是以香港本地小吃教学为例，作为蒙特梭利学前教材，设计活动并应用教学。研究方法是利用单个样本认知评估的前后测试来检验教学活动的结果，并通过教学观察来调整活动。研究结果显示，经过一个半月的实际操作和不断重复教材，本研究的孩子提高了对港式小吃的认知，并养成了主动的学习态度。
关键词：学前教育、香港本地食物（吃）、蒙特梭利教学法 图表 4.1.2 儿童对食物的感觉表达的前测及后测………………。
INTRODUCTION
Introduction
For the pre- and post-tests, I showed each child one by one a picture of a local Hong Kong snack and asked them, “What is the name of this snack?”; "How do you feel about this snack?". I then created a pre-test and post-test data chart to record the children's responses to each question.
Purpose of The Study
Definition of Terms
The top half of the bun is made of cake-type dough, while the bottom is made of Chinese-style bread dough. When the pudding sets, it can be taken out of the bowl on a small stick and eaten like a lollipop. White sugar cake: it is made by steaming a dough mixture of rice flour, white sugar, water and yeast.
LITERATURE REVIEW
- The Essential of Local Food Culture
- Benefits of Knowing Local Food Culture
- Montessori Education and Culture Curriculum
- Characteristics of Montessori Education
Siu said that "food culture is not only close to life, but also an entry point and important channel of cultural communication, which helps people understand the world." (Siu Yan Ho, 2016) I totally agree with him. However, under the atmosphere of Hong Kong's business community, it is necessary to strengthen the promotion of food culture in Hong Kong. Knowing about the story and the history will help me understand the world and awaken the importance of going on.
Montessori education not only encourages children to get out of the environment, but also to care for the environment. I think that food culture can be incorporated into the curriculum through Montessori materials and learning environment to improve children's knowledge of food culture and reflection on their own life and culture. In Montessori classroom, teacher provides different experiences for children to explore and know the world.
Montessori culture materials are designed to help a child develop curiosity about the world around them and allow them to build an orderly framework of knowledge based on the fact base they are exposed to. The principle is to present the child to the world as a whole and encourage him to explore further.
METHODS
- Participants
- Measures
- Procedures
- Data Analysis
Siu, who came from Lingnan University in Hong Kong, said food is always a good channel to increase communication and interaction. However, the project was quite successful, because increase children's knowledge of Hong Kong local snacks, and they like most of the snacks. I was able to support the children's need for engagement with Hong Kong local snack and positive social interaction with each other.
Increasing the size of the snack photos used in the material could help children learn about snacks in Hong Kong. Carrying out a Hong Kong snack with Hong Kong's famous food to help children learn more about Hong Kong's food culture. Finally, it would be good to visit the Hong Kong Heritage Museum, which will help children learn about the food culture in Hong Kong.
Hsiao-Yun Chang for their support and guidance during my internship at Hong Kong Christian Service Kwun Tong Nursery School. A set of photo cards about the local snack from Hong Kong (in the beginning you just lay out one set in Chinese, later you can put one in English).
RESULTS AND DISCUSSION
Results
According to my first question, my pre-test discovered that 14 children knew the name of at least one snack, and 13 children could tell me the feeling of at least one snack. At the beginning of the project, no children knew Put Chai Ko and White Sugar Cake. In this pretest, children did not know more than three kinds of snacks.
4 kids guessed White Sugar Cake was a sandwich or bread and 1 kid guessed Put Chai Ko was a cake, but both didn't try it before. In this pretest, children express no more than three types of judgments about the snack. Nobody knew the name of Set Chai Ko and Whit Sugar Cake in pre-test.
For question 2, 100% of the children can express the feeling of egg waffles, egg tart, pit chai ko, and fish balls.
Discussion
Just like Put Chai Ko, it was the top of unpopularity shown in the result. Having the project in the classroom longer to give the children more time to work with the material would have been beneficial. I hope to have more cooking activities in the future that can invite children to cook together or invited parents to be our chef and suggest how to make the snack for children.
Try to work on a project in the classroom for a longer period of time to increase the opportunity for children to work with the materials. I am sincerely grateful to them for sharing their true and enlightening views on many issues related to the project. Tell the child that we are going to use the substitution table to get to the large pineapple pastry.
Show that 1 large pineapple bun is worth 4 egg tarts, 1 egg tart is worth 4 strings of fish balls, and 1 string of fish balls is worth 4 fish balls. Every time a player gets to 4 or more of the same snack, that player must exchange these four snacks for another snack. Try to get to the big pineapple sandwich the fastest Exchange 4 snacks for the next snack.
Snacks (4 of the matching snack can be placed in each column) The other children in the game. Invite a child to do this activity by saying 'I'm going to show you my favorite work.'. Show all the picture cards/poster cards and ask the child to describe something about the pictures.
Use a snack model and point out to the children the different HK snacks: Egg waffles, pineapple bun, white sugar cake, Put Chai Ko, Fish balls. Invite a child to do this activity by saying 'I'm going to show you something very interesting'. Read the name after find the name tap and put the lid at the top of the picture there on the paper.
We shared the book in circle time and put it in Language Area for children to read. Everyone asked their parent to prepare different snacks and wrote the name card for each snack.
Limitation
CONCLUSION AND RECOMMENDATION 20
Recommendation
