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- 以香港的交通工具為例
Montessori Materials Design and Implementation for Three to Six-Year-old Children---
Transportation of Hong Kong
研究生：鄒燕玲 撰 Name：Chau, Yin Ling
May 2019
ABSTRACT
This is an educational study based on the Montessori approach. The researcher developed three Montessori activities. Those activities involved cognitive ability, practical life skills and arts ability. The purpose of this study was to recognizing the names and the characteristics of six transportation in Hong Kong on 3 to 6 years old children. A quasi-experimental design was adopted. Ten children in this study age from 3.5 years old to 6 years old were selected from a private kindergarten in Hong Kong.
Children attended eight activities for ten weeks long. The results revealed that children made significant improvement in the posttest. In this study, it helped to understand the interests and the needs of children. The project activities were child-oriented. Children were provided with the environment and materials that meet their needs. All children made their vehicles model and shared with others during the project. It was the beauty of the Montessori classroom. Transportation was part of characteristics of Hong Kong cultural knowledge. Children had a chance to know more places in Hong Kong. Children applied their knowledge in daily life. The present study has shown evidence that they have positive effects on the names and the characteristics of six transportation in Hong Kong.
Keywords: transportation of Hong Kong, 3 to 6 years old children, Montessori education
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ACKNOWLEDGMENTS
I would like to express my special thanks of gratitude to my teacher Hsiao Yun Chang, Ed. D. as well as Charlotte Wood-Wilson, M.Ed. who gave me the golden opportunity to do this wonderful project on the topic, Transportation of Hong Kong which also helped me to know about so many new things I am really thankful to them.
Secondly, I would also like to thank children who helped me a lot in finalizing this project within the limited time frame.
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Table of Contents
PAGES
ABSTRACT………. i
ACKNOWLEDGMENTS………. ii
TITLE PAGE………. iii
TABLE OF CONTENTS………. iv
1. Introduction…….……… 1-3 2. Pre-test and Post-test Questions………. 4-7 3. Three Activities ……….……….... 8-9 3.1 Vocabulary Cards with Written Labels and Objects………. 10-12 3.2 Vehicle washing………. 13-14 3.3 Vehicle Wheels Printing………...………... 15-17 4. Table of Pre-test and Post-test………. 18-19 5. Results……… 20-21 6. Extended Activities……….... 22
6.1 Card and Counters………. 23-26 6.2 Pattern Cards……….…... 27-28 6.3 Sorting Vehicles……….…….…… 29-31 6.4 Cover it All Up………. 32-33 6.5 Making Vehicles………. 34-37 7. Conclusion………. 38
8. References………. 39
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1. Introduction
Why I decided to do my project on Transportation in Hong Kong :
1) Observation: I decide to do my project on transportation in Hong Kong when I saw the needs in my classroom. Once, I put some books about HK in the Language Area, they are interested in the transportation.
They enjoyed reading the book about different kinds of transportation in HK.
2) Needs of children: Most of the children in my class come from middle class family. Their family are relativity rich. My school is in the mid‐level of the Peak. Ten children in my class, nine of them go and back from home to school by taking the school bus. The last one picked by mother. They have private car. Once, I talked with the children, some of them did not had an experience of taking bus. Most of them go out by private car or by taxi. They lack of experience of taking transportation.
Since our school is in the mid‐level of the Peak. Children do not know there is Peak Tram carrying both tourists and residents to the upper levels of the Peak.
3) Transportation is part of culture in HK. Children read the book, they found out there are 3 color of taxi. They run in different area of HK. They interested to find the parts of HK. They also interested in the cultural knowledge of Hong Kong.
4) Children really enjoyed to do art work in the Art Area. They are in the traditional format in the morning. But in the afternoon, they had free to choose their activities. They concentrated and stayed in the art area for an hour. They were demonstrating a strong interest in art.
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Why I choose the 6 kinds of transportation:
1) Bus: double decker. They want to view the city from the top deck of bus.
The advertisements pasted on the bus are attractive.
2) Tram: most of the people called it “DING DING Car” it was because when it ran in the road, they had the sound ding ding.
3) Minibus: there are two kinds of minibus, red and green. Usually children
had the experience of taking green minibus.
4) Taxi: they usually take taxi. But they did not know there are 3 kinds of taxi, divided by color and running area.
5) Peak Tram : over 130 years old. Only 1 child knew the peak tram.
6) MTR: cover mostly of the area in HK. Children like to search the map route.
The goal of the project:
The goal of the project was to support the children in recognizing
the name and the characteristics of six transportation in Hong Kong. They were the Bus, Tram, Minibus, Taxi, Peak Tram and MTR.
When selecting the transportation in Hong Kong, I considered
about their daily experiences, the location of their school and home. For example, their school located in Hong Kong Island, and the Tram, Peak Tram were provided services in Hong Kong Island only. It was easily for them to get the information about the transportation.
Write up and Materials of the Project:
The primary materials in my project were Vocabulary Cards with Written Labels (4 Part Cards), Vehicles Washing, and Vehicle Wheel Printing. The extended exercises included Card and Counters, Pattern Cards, Sorting Vehicles, Cover it All Up, and Making Vehicles.
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2. Pre-test and Post-test Questions
Question:
Do you know the names of the vehicles?
For the pre‐ and post‐ tests, I introduced the information of the transportation in Hong Kong. I showed each child the photos of the six transportation: Bus, Tram, Minibus, Taxi, Peak Tram and MTR and asked them, “Do you know the names of the vehicles?” I collected the data about which transportation each child was able to recognize. I created pre‐test
and post‐ test data charts to record the children’s responses for the transportation.
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7. Conclusion
I realized the power of observation; it helps me to understand the interests and the needs of children. For example, I observed children’s interest in vehicles, their lack of practical knowledge in identifying different kinds of transportation in Hong Kong, and their need in art activities. The project activities were child‐oriented. They provided children with the environment and materials that meet their needs.
100 % children made their vehicles during the project. They shared
their products with others. It is the beauty of the Montessori classroom.
Transportation was part of characteristics of Hong Kong cultural
knowledge. It gives children a chance to know more places in Hong Kong.
The attitude of children showed that they loved the materials. They
enjoyed the lessons and repeated many times either individually or as part of a group.
Children applied their knowledge in daily life. They understood the steps to take the transportation. They shared the steps with their family.
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8. References
MONTESSORI ‐‐‐ A Model Approach, Paula Polk Lillard MONTESSORI in the classroom, Paula Polk Lillard
Montessori Language Manual 2.5 to 6 years, OCU Montessori Teacher Education Program
Moving from Concrete to Abstract, NAMC(July,2008)
From Concrete to Abstract – Early Childhood, Katherine Miller (June, 2006) An overview of Montessori Mathematics: ECE and Elementary, Jonathan Fenagle (2009)
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