4-5岁幼儿积木游戏区辅助材料的投放与使用研究外文翻译资料

Preschool childrens joint block building during a guided play activity

原文作者 Geetha B. Ramani ⁎, Erica Zippert, Shane Schweitzer, Sophia Pan

单位 Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742, United States

Journal of Applied Developmental Psychology 35 (2014) 326–336

摘要：尽管孩子们单独或共同在街区居住，但在这种与同伴玩耍的背景下，儿童的行为和交流的本质知之甚少。我们在一个有向导的游戏活动中观察了4岁和5岁的同龄，同性双胞胎（n = 38），其中包括建造带有大块彩色积木的房屋。我们分析了儿童的沟通和建筑行为，以及他们的协调行为在他们构建的结构中的作用。儿童的空间谈话与建筑物中包含的房屋的特征有关，而儿童的建筑行为与建筑物的复杂性有关。然而，儿童在互动过程中的协调行为介导了空间对话与他们所建构的结构之间的关系。讨论结果的重要性在于鼓励在幼儿教室进行联合引导的集体游戏活动，以为儿童提供练习和扩展他们的语言，数学和空间技能的机会的重要性。

关键词：学龄前儿童；积木建构；协调行为；空间对话；导游

正文

玩积木是大多数学前班和幼儿园教室中常见的活动，可以有助于儿童早期的数学发展，例如空间推理，几何形状知识，数字知识和解决问题的能力（Kamii，宫川和加藤，2004；内斯＆ 法伦加，2007年；Reifel和Greenfield，1982年；Seo amp; Ginsburg, 2004; Wellhousen＆Kieff，2001年).玩积木还可以提高儿童的语言和读写能力（Cohen amp; Uhry, 2007;斯特劳德，1995年).玩积木的好处似乎具有长期影响。学龄前儿童的积木游戏与同时的空间技能以及后来的数学成就相关联（卡尔德拉（Caldera）等人，1999；斯坦纳德，沃尔夫冈，琼斯和菲尔普斯，2001； 沃尔夫冈，斯坦纳德和琼斯，2001年).

四岁的孩子专注于将砌块彼此叠置以建造塔楼和立柱，而五岁的孩子则关注结构的复杂特征，例如对称和图案（内斯和法伦加，2007年).

在积木游戏过程中与伴侣合作会引起谈话，这可能有助于孩子在积木游戏过程中获得宝贵的语言技能。

引导游戏是在积木游戏中特别重要的一种活动。引导性游戏涉及一些有趣的活动，但也提供了探索和学习的机会。这些活动“是明智的指导，将新的学习方法嵌入到与儿童的先验知识和经验相对应的有意义的环境中”（赫希 Pasek，Golinkoff，Berk和Singer，2009年，第1页。27).在幼儿教室中，越来越多地使用引导游戏，作为让孩子们参与可以与课程相关并促进学习的游戏活动的一种方式。例如，凯西等。（2008年）发现有指导的块游戏干预可以提高学龄前儿童的空间技能。具体来说，孩子们被告知一个故事，这本书中的人物需要一个新的城堡，并指定了要包含在结构中的元素。他们发现，与单纯玩积木的孩子相比，与一群孩子或独自一人进行引导游戏活动的孩子会建造更复杂的建筑物，并且在空间推理任务上显示出更大的进步。

引导性的游戏活动也可能有助于更好地理解积木中性别差异的本质。在玩积木时儿童结构的复杂性中发现了性别差异。具体来说，学龄前和幼儿园年龄的男孩所建造的建筑物与塔楼更相似，而同龄女孩所建造的建筑物则具有更多的围墙（古德法德（Goodfader），1982年；斯劳斯，2002).一种假设是，学龄前的男孩在需要空间可视化和物体旋转的空间任务上比同龄女孩具有优势（Levine，Huttenlocher，Taylor和Langrock，1999； Rosser，Ensing，Gilder和Lane，1984年).但是，性别差异可能会受到建筑活动的性质的影响（克什 等，2008).尽管在非结构化的积木游戏中会发现性别差异，但是当为儿童提供引导式游戏时活动，没有可比较的效果。例如，当学龄前儿童使用积木制作以前读给他们的故事时，在4岁和7岁的孩子中没有发现性别差异（雷菲尔 ＆格林菲尔德，1982年).在先前描述的用于提升儿童空间技能的引导式积木游戏干预期间，在儿童建筑中也未发现性别差异（凯西 等，2008).总之，这表明女孩可能会从为自己的积木建设提供指导和建议的活动中受益。

这项研究的目的是在同年龄，同性同伴的指导性积木活动中，检查学龄前儿童的同伴交流和建筑行为。具体来说，我们有兴趣研究学龄前儿童建造房屋的过程，包括他们个人的街区布置，以及他们在与建筑伙伴的互动中如何沟通和协调他们的努力。我们还检查了儿童的建筑行为及其与建筑相关的交流中是否存在性别差异。在儿童的建筑和协调的行为，他们建造的最终结构的复杂性以及其结构中所包含房屋的特征之间，还探索了其他关联。在本节中，我们将根据这些目标讨论我们的发现，然后考虑它们的教育意义。

有趣的是，孩子在互动过程中的全部与任务相关的谈话，非任务谈话，甚至缺乏谈话都与他们的建筑复杂性或建筑物中所包含房屋的特征无关。这表明儿童交流的质量（不一定是数量）与他们建立的结构有关。在与任务相关的谈话中，我们发现孩子们主要讨论了块的符号表示和结构设计。这种类型的演讲与以前的研究在玩积木的过程中检查同伴交流时是一致的（Reifel和Yeatman，1991年).当孩子们讨论积木的象征性表达时，他们正在尝试与同伴建立共同的理解，这被认为是可以帮助幼儿建立语言能力的一种话语类型（科恩和乌里，2007年).此外，我们发现儿童在互动过程中也参与与空间和数量有关的谈话，尽管间隔的比例较小。例如，儿童与他们的伙伴讨论了结构中的特征或块的数量以及块之间的空间关系。谈话的类型对于理解儿童玩积木的好处可能尤其重要。

有关在合作伙伴共同努力获得奖励的结构化问题解决任务中进行合作的研究表明，幼儿和学龄前儿童很擅长与合作伙伴一起完成共同的目标，寻求合作伙伴的帮助并协调他们的行为（Ashley amp; Tomasello, 1998;Brownell等，2006； Hamann等人，2012年).同样，在积木游戏中，儿童必须建立共同的目标，并使用策略解决为达成共同目标而出现的问题（Ramani＆Brownell，2014年).因此，我们的结果表明，用积木建造游戏提供了一种替代性的自然主义玩耍背景，在这种情况下，儿童必须协调其行为并利用复杂的行为来实现成功的同伴互动。

研究结果对幼儿教室和未来研究的途径具有重要意义。这意味着使用引导性游戏活动（尤其是在街区中）来吸引男孩和女孩的重要性。了解积木中的性别差异具有广泛的意义，因为在孩子的数学和空间任务表现中发现了一些性别差异。例如，在数学问题上，高中男孩比同龄女孩具有优势，因为数学问题需要将知识应用于新的语境（海德·芬妮玛和拉蒙，1990年).在学龄前期推广积木游戏可能有助于消除或减少这些性别差异。例如，由Hanline，Milton和 菲尔普斯（2001）观察了三年多来的幼儿积木游戏，为所有儿童在积木区玩耍提供了相等的时间。他们的观察结果并未揭示出儿童结构复杂性的任何性别差异，这表明在街区同样的经历可能有益于男孩和女孩的街区建设技能。

我们也没有发现男孩和女孩在协调行为，建筑行为或建筑复杂性方面有任何差异。这表明男孩和女孩都类似地参与了联合指导的游戏建设活动。尽管积木游戏通常是儿童早期课堂上的免费游戏活动，但结合有指导的游戏活动可能是男孩和女孩学习，练习和发展重要技能的一种令人愉悦的激励方式（Hirsh-Pasek等，2009).例如，与同伴一起进行的有指导性的游戏活动可以增加孩子在构建比无结构的积木游戏时更多的解决问题的技能（克什（Kersh）等人，2008年），以及合作和语言能力。未来对有指导的游戏活动的研究可以提供洞见，这些活动如何引起人们对街区的兴趣，以及如何使幼儿教室的男孩和女孩受益。

总之，建立积木可以使孩子们使用和练习他们的语言，空间，数学和共同解决问题的技能。目前的发现表明，在玩积木的过程中检查儿童的同伴交流，建筑行为和协调行动的重要性，以了解它们与符号特征以及儿童结构的复杂性如何相关。我们的研究结果表明，在儿童完成建筑活动的共同目标时，可以在幼儿教室的街区使用联合引导游戏活动，以引起同伴之间的重要对话和熟练行为。

外文文献出处：https://doi.org/10.1016/j.appdev.2014.05.005.

附外文文献原文

Preschool childrens joint block building during a guided play activity

Geetha B. Ramani ⁎, Erica Zippert, Shane Schweitzer, Sophia Pan

a b s t r a c t

Although children build in block areas both individually and jointly, little is known about the nature of childrens be- havior and communication in this play context with peers. We observed 4- and 5-year-old same-age, same-sex dyads (n = 38) during a guided play activity, which involved building a house with large colorful blocks. We ana- lyzed childrens communication and building behaviors, as well as the role of their coordinated behavior in the struc- tures that they built. Childrens spatial talk was associated with the features of a house included in structures, whereas childrens building behavior was associated with the complexity of the structures. However, childrens co- ordinated behavior during the interaction mediated the relations between spatial talk and the structures they built. Results are discussed in terms of the importance of encouraging joint guided block play activities in early childhood classrooms to provide children with opportunities to practice and expand their language, math, and spatial skills.

Keywords: Preschoolers; Block building;Coordinated behavior; Spatial talk;Guided play

Playing with blocks, a popular activ- ity found in most preschool and kindergarten classrooms, can contrib- ute to childrens early mathematical development, such as spatial reasoning, knowledge of geometric shapes, numerical knowledge, and problem-solving skills (Kamii, Miyakawa, amp; Kato, 2004; Ness amp; Farenga, 2007; Reifel amp; Greenfield, 1982; Seo amp; Ginsburg, 2004; Wellhousen amp; Kieff, 2001). Block play can also contribute to childrens language and literacy skills (Cohen amp; Uhry, 2007; Stroud, 1995). The benefits of playing with blocks seem to have long-term implications. Childrens block play during the preschool years has been associated with concurrent spatial skills, as well as lat

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Journal of Applied Developmental Psychology 35 (2014) 326–336

Contents lists available at ScienceDirect

Journal of Applied Developmental Psychology

Preschool childrens joint block building during a guided play activity

Geetha B. Ramani ⁎, Erica Zippert, Shane Schweitzer, Sophia Pan

Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742, United States

a r t i c l e i n f o

Article history:

Received 1 July 2013

Received in revised form 10 May 2014

Accepted 19 May 2014

Available online 27 June 2014

Keywords: Preschoolers Block building

Coordinated behavior Spatial talk

Guided play

a b s t r a c t

Although children build in block areas both individually and jointly, little is known about the nature of childrens be- havior and communication in this play context with peers. We observed 4- and 5-year-old same-age, same-sex dyads (n = 38) during a guided play activity, which involved building a house with large colorful blocks. We ana- lyzed childrens communication and building behaviors, as well as the role of their coordinated behavior in the struc- tures that they built. Childrens spatial talk was associated with the features of a house included in structures, whereas childrens building behavior was associated with the complexity of the structures. However, childrens co- ordinated behavior during the interaction mediated the relations between spatial talk and the structures they built. Results are discussed in terms of the importance of encouraging joint guided block play activities in early childhood classrooms to provide children with opportunities to practice and expand their language, math, and spatial skills.

copy; 2014 Elsevier Inc. All rights reserved.

Play and informal learning activities can promote foundational skills and knowledge in young children. Playing with blocks, a popular activ- ity found in most preschool and kindergarten classrooms, can contrib- ute to childrens early mathematical development, such as spatial reasoning, knowledge of geometric shapes, numerical knowledge, and problem-solving skills (Kamii, Miyakawa, amp; Kato, 2004; Ness amp; Farenga, 2007; Reifel amp; Greenfield, 1982; Seo amp; Ginsburg, 2004; Wellhousen amp; Kieff, 2001). Block play can also contribute to childrens language and literacy skills (Cohen amp; Uhry, 2007; Stroud, 1995). The benefits of playing with blocks seem to have long-term implications. Childrens block play during the preschool years has been associated with concurrent spatial skills, as well as later math achievement (Caldera et al., 1999; Stannard, Wolfgang, Jones, amp; Phelps, 2001; Wolfgang, Stannard, amp; Jones, 2001).

Young children in early childhood classrooms play with blocks both independently and collectively (Kersh, Casey, amp; Mercer Young, 2008); however, little is known about the nature of childrens behavior and communication during block building with peers. Examining childrens joint block play is critical for understanding both the cognitive and so- cial benefits of playing with blocks. Thus, the current study examined preschool childrens peer communication and building behaviors, as well as the role of their coordinated behavior with each other in the structures that they built during a guided play block building activity.

Block building during the preschool years

Childrens ability to create sophisticated structures with blocks de- velops during the preschool and school-age years. Reifel and Greenfield

⁎ Corresponding author. Tel.: 1 301 405 8777; fax: 1 301 405 2891.

E-mail address: gramani@umd.edu (G.B. Ramani).

(1982) describe how the spatial relations within childrens buildings, defined as “the dimensionality” and “hierarchical integration of block constructions,” become more complex with age. Structures of toddlers and young preschoolers are typically limited in their spatial dimension- ality, with structures being mainly composed of a single block or several blocks simply placed next to each other, such as in a row or tower. Dur- ing the later preschool years and into early elementary school, children will arrange multiple blocks to create arch or bridge structures by plac- ing two or more blocks vertically and placing another block on top. Chil-

dren also create enclosures with the open spaces representing a part of the building (Goodson, 1982; Sluss, 2002). Children then integrate these different aspects together to build increasingly complex struc- tures. Even within the preschool years, block building becomes more sophisticated, with 4-year-olds focusing on placing blocks on top of one another to make towers and posts, and 5-year-olds attending to complex features of the structures, such as its symmetry and patterns (Ness amp; Farenga, 2007).

These advancements in young childrens block building behavior are supported by and can contribute to the development of childrens math and spatial abilities. For example, integrating different building aspects together is likely related to the development of the understanding of part–whole relationships (Gura, 1992). Kamii et al. (2004) suggest that building and manipulating blocks provide numerous opportunities for children to explore and develop their logical–mathematical knowl- edge, theorized by Piaget (1950) to include skills such as classification, seriation, spatial relations, and number. When children arrange blocks of the same size, shape, color, and orientation togethe

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