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.
研究生﹕陳凱恩 撰
Name: Chan Hoi Yan
蒙特梭利學前教材的設計與運用-以蔬菜為例
Montessori Materials Design and Implementation for Five to Six Years old Children- Vegetables
2018
年7
月21
日21 July, 2018
1
Abstract
The purpose of this project is to examine the effect of the Montessori approach on learning new knowledge- Vegetables! Participants in this project are 8 children from 5 to 6 years old in Hong Kong. I conducted a pre-test and pro-test on children about the knowledge on Vegetables like name, how does it come from and what does a plant need. Before I introduced the Montessori design materials about vegetables, 50%(4/8) children didn’t know more than 4 types of Vegetables in Hong Kong. By the end of the project, 100% children (8/8) knew 6 vegetables in the same language. The children had great improvement on naming the vegetables and the elements for planting. The result revealed that the Montessori design materials put into different areas(practical life, sensorial, language, mathematics, art and cultural) like 3 parts card, color sorting, blindfold activity, food preparation etc. are efficient to help children on learning new knowledge.
2
Content
Abstract---P.1 Contents---P.2 Second Cover---P.3 Introduction---P.4 Method---P.5 Results---P.7 Four exercises---P.11 Planting---P.12 What is it (Blindfold activity) ---P.17 Three parts card---P.20 Color sorting---P.24
Extended activities---P.27 Which one is not vegetables?---P.29 Vegetables Man!---P.30 Food preparation---P.33
Conclusion---P.36 References---P.38 Appendix
Appendix A: Pre-test table-----P.39
Appendix B: Post-test table----P.40
3
Vegetables
Chan Hoi Yan
Intern project 2017-2018
4
Introduction
Vegetables are well known as heathy food. During the lunch time, children bring their lunch box with vegetables. They told me that “I love vegetables”, but they didn’t name what vegetables they were eating and only called all of them as vegetables. Besides, the children love watering the plant very much. They helped for watering the plant every day. Therefore, I think there was a need for them to identify the common vegetables in Hong Kong and how to take care of a plant.
The goals of the project were to know the Cantonese and English names of six common vegetables in Hong Kong, recognizing them by real objects, pictures and written labels. Besides, planting activity is to support them the knowledge of where the plant come from and the way to take care of a plant. I chose lettuce because it suits to grow in from February to April and it is easier to take care.
The primary materials in my project is real vegetables. I want them to have a sensory impression of those vegetables, thus I design a blindfold activity on vegetables which is called What is it”, lettuce seeds for planting, measure the height of the plant, 3 part cards of vegetables and vegetable pictures cards with color tablets for color sorting. Extended activities included ‘which one is not vegetables?’ to find out the food not belongs to vegetables, “vegetable man” which is a craft to make a man on a paper from different vegetable pictures, food preparation including wash vegetables (Pak Choi, broccoli, lettuce), boil vegetables and bake potato.
5
Method
(1) Data collection
Pre-test and Post-test was the research method of this this study. The participants are the children from a mix-age (2-6) class that the researcher was having her internship. at the end, there were 7 of five years old children and 1 of six years old children participant all of the activities about vegetables.
The project had continuous about three months, from March to June in 2017 . The pre-test held in March before the project started. And the post-test held in June 25 to 30. In the research, children are willing choose the work about vegetables. Also, the researcher invited each child individually to those activities.
The researcher recorded the pre-test questions and their answer with the form (Appendix A).
(2) Measurement
Then the researcher placed the 4 exercises on the shelfs gradually. The researcher invited children to have individual lessons and group lessons. The researcher presented the work and observed the work the child who work on it. The researcher also kept observing how they work on it. Did they master the work or not?
(3)Pre-test and Post-test Questions
For the pre-and post-tests I introduced the pictures of common vegetables in Hong Kong. They are Pak Choi, Lettuce, Broccoli, Tomato, Carrot and Potato. I Showed each child the picture of those vegetables and asked them, “Do you know the name of this vegetables(Cantonese/English)? And I asked them “Do
6 you know where vegetables come from?” And also, I asked them “What does a plant need?” I created the pre-and post-tests data charts to record the children’s responses for those questions about vegetables.
The post-test data were collected in June. The researcher invited the children to answer the questions individually and recorded children’s answers with the form (Appendix B)
7
Pre-test and Post-test Result
There were 8 children participated in the pre-and post-tests. At the beginning, two of the children did not know any kind of vegetables. Only 1 knew Pak Choi in Cantonese, no one knew Pak Choi in English;
Only 1 knew Lettuce in Cantonese and 1 knew Lettuce in English; 1 knew Broccoli in Cantonese and 2 knew Broccoli in English. 4 knew Tomato in Cantonese and 3 knew Tomato in English. 6 knew Carrot in Cantonese and 4 knew Carrot in English. No one knew potato in Cantonese and 2 knew potato in English.
The post-test evidenced that the project was quite successful. By the end of the project, 100% children (8/8) knew 6 vegetables in the same language. All children knew Pak Choi in Cantonese and English.
All children knew Lettuce in Cantonese and 7 knew Lettuce in English. All children knew Broccoli, Tomato and Carrot in Cantonese and English. All children knew Potato in Cantonese and 5 children knew Potato in English.
With the personal experience of planting, the children knew where the plant comes from and at least can name out one element of a plant needs.
8
Pre-Test Table
Child Pak
Choi
Lettuce Broccoli Tomato Carrot Potato How they come from?
What does a plant need?
1. A Age 5
Chinese
English 2. B
Age 5
Chinese
English
3. C
Age 6
Chinese X I don’t know
English X X X X X
4. D
Age 5
Chinese X X X X X Plant
By farmer
Seeds, water
English X X X
5. E
Age 5
Chinese X From the
soil
Water, Sun
English X X X
6. F
Age 5
Chinese X X I don’t know
English 7. G
Age 5
Chinese X X I don’t know
English 8. H
Age 5
Chinese X X plant Rice, water
English X
*8 children
9
Post-Test Table
Child Pak
Choi
Lettuce Broccoli Tomato Carrot Potato How they come from?
What does a plant need?
1. A Age 5
Chinese X X X X X X Plant
By farmer Water, sun
English X X X X X X
2. B Age 5
Chinese X X X X X X Plant
By farmer
Soil, water, Sun
English X X X X X
3. C Age 6
Chinese X X X X X X Plant
By farmer water
English X X X X X X
4. D Age 5
Chinese X X X X X X Plant
By farmer
Seeds, water, Sun
English X X X X X X
5. E Age 5
Chinese X X X X X X plant Soil, Sun,
water
English X X X X X X
6. F Age 5
Chinese X X X X X X From the
soil
water
English X X X X X
7. G Age 5
Chinese X X X X X X From the
soil
water
English X X X X
8. H Age 5
Chinese X X X X X X plant Water
Sun
English X X X X X X
*8 children
10
• The pictures I showed the children for pre-test and post-test
pak choi lettuce broccoli
tomato carrot potato
11
Four Exercises
1. Planting
2. What is it? (Blindfold) 3. Three part cards
4. Color sorting
12
Planting
•
Design their own container for planting13
• Veggie garden
14
• Little farmer record: watering record on planting and measurement in the
height of the plant
15
Practical Life Planting
Materials:
A Watering Can with water A bucket with soil
A vegetable container
A pack of seeds of ‘Pak Choi’
A hand forks A trowel A pair of glove A container
Subjects Children 3-6
Prerequisites include watering plants
Presentation
1. Put on apron and gloves
2. Pointing to the work, name the activity
3. Take out the tools from left to right (trowel, watering can, a pack of seeds) 4. Take a trowel
5. Hold the trowel by one hand and hold the handle of the vegetable container by the other hand
6. Take out the soil from the bucket and fill the vegetable container with soil by trowel 7. Tap against the work surface to settle the soil.
8. Use a watering can to moisture the soil
9. Pour some seeds into the palm of hand and pinch some out with the other hand 10. Sprinkle the seeds on top of the soil, leaving a little space between each one and its
neighbors
11. Put back all the materials to the proper place 12. Take off the apron
13. Indicate to the child that it is his/her turn
16 Controls of Error
1. Seeing water in the watering can 2. Seeing seeds on the top of the soil 3. Seeing soil in the digger
Points of Interest
1. The texture of the soil
2. The size and texture of the seeds 3. The operation of watering process 4. Using the trowel
5. The way of the planting process
6. The size, texture and color of the digger Goals
1. Order
2. Coordination 3. Concentration 4. Independence Variations
1. Change the seeds to lettuce or tomato 2. Change the shape, color of the watering can Change the shape, color of the vegetable container
17
What is it? (Blindfold)
18
Perceptual Development
What is it?
Materials:
A Blindfold 1 Tomato 1 Carrot 1 Pak Choi 1 Lettuce 1 Potato 1 Broccoli 6 plates
Subjects:
Children 3-6
Prerequisites include introduction to vegetables (Tomato, Carrot, Pak Choi, Lettuce, Potato, Broccoli)
Presentation:
1. Invite the child to do the exercise.
2. Point to the work and name the activity.
3. Show the child the vegetables (Tomato, Carrot, Pak Choi, Lettuce, Potato, Broccoli) 4. Invite the child to feel the vegetables by both hands and smell them.
5. Name the Vegetables.
6. Repeat the process until all the vegetables are introduced.
7. Say to the child, “We’re going to name the vegetables without seeing it.”
8. Invite the child to wear a blindfold.
9. Feel the shape, texture and size of Vegetables by both hands and smell it without seeing it 10. Name the Vegetables without seeing it.
11. Repeat the process until feel and smell all the vegetables on each plate.
12. Return the materials to its place.
19
Point of Interest:
1. The size, shape, texture and color of the Vegetables 2. Feeling the of the Vegetables
Control of Error:
1. Seeing the vegetables when take off the blindfold
Goals:
1. Name the vegetables by feeling(hands) and smelling 2. Order
3. Coordination 4. Concentration 5. Independence
Variations:
1. Different vegetables
20
Three part cards
• Chinese version and English version
21
22
Language:
Vegetables 3 part cards
Materials:
A folder
Three part cards for vegetables (Tomato, Carrot, Pak Choi, Lettuce, Potato, Broccoli)
Subjects:
Children 3-6
Prerequisites include introduction to vegetables (Tomato, Carrot, Pak Choi, Lettuce, Potato, Broccoli)
Presentation:
1. Invite the child to do the exercise.
2. Take out the folder to an appropriate work table.
3. Show the child the folder and the contents.
4. Say to the child, “We’re going to match.”
5. Place all picture with name cards in a row working from left to right along the top of your mat, leaving space between each card.
6. Take out all of the pictures only cards, place them in the bottom left corner of the mat. Say,
“These are the pictures.”
7. Take out all of the labels, place them at the bottom of the mat. Say, “These are the labels.”
8. Say to the child “I’m ready to start matching the pictures and place under the pictures with name cards. Continue matching all remaining picture cards.
9. Start matching labels next. Say to the child “Now I’m ready to match labels.” Take the first label and move it below the pictures only cards. Point to the letters in the words on the picture with name cards, and then point to the letters on the label to demonstrate that they do or do not match. Move your finger from letter to letter until you determine the match. Leave the label below its match.
10. Once matched 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.
11. Say the names of each vegetables while pointing to the cards.
12. Pick up the labeled picture cards, put it in a folder, and then pick up the pictures only cards and out it in a folder. Pick up the labels and put it in a folder.
13. Return the materials to its place on the shelves.
23
Point of Interest:
1. The visual interest of the vegetables pictures.
Control of Error:
1. The labelled picture cards
Goals:
1. Visual discrimination
2. Learning to identify the vegetables 3. Order
4. Coordination 5. Concentration 6. Independence
Variations:
1. Different vegetables
24
Color sorting
25
Perceptual Development Color sorting activity
Materials:
A tray
A box with color tablets (red, orange, yellow, green)
Vegetables picture cards (Tomato, Carrot, Pak Choi, Lettuce, Potato, Broccoli, Corn, red pepper, yellow pepper, Apple)
Subjects:
Children 3-6
Prerequisites include introduction to vegetables (Tomato, Carrot, Pak Choi, Lettuce, Potato, Broccoli) and color box
Presentation:
1. Invite the child to do the exercise.
2. Take out the “Color sorting activity” on a mat 3. Point to the work and name the activity.
4. Take out the color tablets and place them in a row working from left to right along the top of your mat.
5. Take out the vegetables pictures and place them in the bottom left corner of the mat from left to right.
6. Say to the child “I’m ready to sort the pictures with the same color according to the color tablets on the mat and place under the same color of tablets.”
7. Continue sorting all remaining picture cards.
8. Point to the red tablets and the pictures under it and say to child “This is a set of red”
9. Point to the orange tablets and the pictures under it and say to child “This is a set of orange”
10. Point to the yellow tablets and the pictures under it and say to child “This is a set of yellow”
11. Point to the yellow tablets and the pictures under it and say to child “This is a set of green”
12. Return the materials to its place on the shelves.
26
Point of Interest:
1. The visual interest of the vegetables pictures.
2. The color and the texture of the color tablets 3. The process of sorting
Control of Error:
1. Seeing the color of the pictures cards do not match with the color tablets
Goals:
1. Color discrimination
2. Name of colors (red, orange, yellow, green) 3. Order
4. Coordination 5. Concentration 6. Independence
Variations:
1. Different vegetables 2. Different color tablets
27
Extended Activities
1.Which one is not vegetables?
2.Vegetables Man!
3.Food Preparation
28
Books about vegetables
29
Which one is not vegetable?
• Put the circle on the pictures which is not vegetables
30
Vegetables Man !
• Handcraft: To make a vegetable man from different vegetables pictures
31
32
33
Food Preparation
• Wash vegetables
• Boil vegetables
34
• Wash potato
• Cut cheese
• Put tuna on the top of potato
• Bake potato
35
Conclusion
The result of the post test showed me that my intern project can achieve the goals. The children in my class can name 6 common vegetables in the same language after the project. Sometimes they told me they had broccoli or Pak Choi in their lunch box.
From the experience of planting, they dig the mud into the container and put the seeds on the mud.
Personal experience helps them to know what does a plant need. During the planting process, we experienced a heavy rain for a whole week. After the week, our vegetables died. It enriched their knowledge on the elements for planting is Sunshine and too much water will let the lettuce died. They all learned from the process even though their planting were failed to grow. One time, a child grasped the plant out of the container when the plants are still young, this experience told them we need to take care of the plant gently. And the little farmer record reminds them to water the plant daily. They love to take record and measure the height and this activity gave the child a concept of measurement.
The children were interested in blindfold activity, this challenge helps them to identify the vegetables without seeing it. And the 3 part cards help some of the child to identify the written labels for the vegetables. And the color sorting attract them to observe the main color of each vegetable. Children love food preparation, not only learn the procedure of cooking the vegetables and train up their fine motor skill as well.
Finally, the children use the name of vegetables to fill in an existing song and we sing together during circle time. It really helps the child to remember the names of vegetables through music.
36 There are some activities I would like to modify and let the children to have more exploration by experiment. I suggest planting the vegetables at two different areas and compare the result with sunshine and without sunshine so as to have more discussion on planting.
37
38
References
Montessori, M. (1909). The Montessori Method (A. E. George, trans.). New York:
Schocken,1964.
Montessori, M. (1949). The Absorbent Mind (C.A. Claremont, trans.). New York: Holt, Rinehart & Winston, 1967.
Barron, M. (1983). Sensorial Ideas, New York: Cloice Fannin Graphics.
Kamii, C. (1985). Young Children Reinvent Arithmetic, New York: Teachers College.
Piaget, J (1972). Some Aspects of Operations, A paper presented to a symposium on Play and Development at the Loyola University of Chicago published in Play and Development, edited by M.W.Piers.
39
Appendix A:
Child Pak
Choi
Lettuce Broccoli Tomato Carrot Potato How they come from?
What does a plant need?
1. A Age
Chinese
English 2. B
Age
Chinese
English
3. C Age
Chinese English 4. D
Age
Chinese
English
5. E Age
Chinese English
6. F Age
Chinese
English 7. G
Age
Chinese
English 8. H
Age
Chinese English
40
Appendix B:
Child Pak
Choi
Lettuce Broccoli Tomato Carrot Potato How they come from?
What does a plant need?
1. A Age
Chinese
English 2. B
Age
Chinese
English
3. C Age
Chinese
English 4. D
Age
Chinese
English
5. E Age
Chinese English
6. F Age
Chinese
English 7. G
Age
Chinese
English 8. H
Age
Chinese English
