Developmental changes in infant play alone with blocks: Focusing on toys in kindergartens and nurseries
抄録
The purpose of this study is to observe children aged between 3 and 6 years old who play alone with LEGO blocks, and to find out if there are differences in the number of times they assembled or disassembled the blocks, the time spent on building the object, whether they stopped playing and why, the number of times the object was broken in the middle of the object and why, the characteristics of the modeling with the blocks, and the way they handled the object, depending on their grade.
Non-participatory observations were conducted with children in the 3, 4, and 5 year old classes at one accredited kindergarten, and data were obtained for 25 children in the 3 year old class, 21 children in the 4 year old class, and 21 children in the 5 year old class. The results for the 5-year-old class showed that 62% of the children assembled the blocks 60 or more times, 57% disassembled them 20 or more times, and spent an average of 19 minutes and 12 seconds making their works of art, all of which were significantly more than other grades. There was significantly less collapsing of the work due to poorly fitted parts in the 5-year-old class.
On the other hand, the most common reasons for discontinuing play were "to play with something I made," "to talk to my friends" and "to watch my friends play," and there was no significant difference between the three grades. In terms of the characteristics of the models using blocks, many of the models in the 3 years old class were made by stacking 3-dimensional parts vertically or combining them with board-like parts, while the models in the 4 years old class were made by connecting blocks horizontally into long shapes or by combining multiple board-like parts, and in the five-year-old class, there was a lot of elaborate building of parts of various sizes and shapes.
ブロックを用いた幼児の一人遊びとその発達的変化 : 幼稚園や保育所等にある玩具に着目して
15_01_07_Page057to068_Mae.pdf
(1.31MB)
TOPページ