Effects of toys promote the play behavior of children with Disabilities Take two inclusive education class as examples. StudentAi-Chao Hung AdvisorDr.

Size: px

Start display at page:

Download "Effects of toys promote the play behavior of children with Disabilities Take two inclusive education class as examples. StudentAi-Chao Hung AdvisorDr."

乙宿
7 years ago
Views:

2 Effects of toys promote the play behavior of children with Disabilities Take two inclusive education class as examples. StudentAi-Chao Hung AdvisorDr.Wep-ping Liu A Thesis Submitted to Shu-Te University In Partial Fullfillment of the Requirements For the Degree of the Requirements For the Degree of Master of Arts College of Social Science Department of Early Childhood Care and Education January, 2008 Yen-Chou, Kaohsiung, Taiwan, Republic of China

3 A B A

4 Abstract The purpose of this study was to evaluate whether the availability of particular types of toys would influence the level of interactive play achieved by children with disabilities in an inclusive preschool classroom. Three research goals were investigated. First, this study investigated the influence of social and isolate toys on the three social and four cognitive play behavior by inferential statistics. The former includes solitary play, parallel play, cooperative play, the latter includes functional play, constructive play, dramatic play and games with rules. Second, the social toy promoted the displayed more cooperative play and cognitive play behavior. Finally, the isolate toy promoted the displayed more solitary play and cognitive play behavior by descriptive statistics. A senior class in a private preschool th at was located in Kasohsiung county was selected. This study compared the effects of social and isolate toys as setting events on the play behavior of 2 children with disabilities in a setting that were systematically varied over the course of 4 weeks. Su bjects play behavior were video taped using a time -sampling techniqueon. Tally marks for the play behavior that is recorded in the film video -tape by three observers. Average rater reliability acrossed observations, conditions and groups was.90. Research findings were listed as the following: 1. Socials toys significantly promoted cooperative play behaviaor while isolates toys significantly promoted more solitary play behavior. 2. Transportation vehicle was the social toy with the best effectiveness. 3. The transportation vehicle promoted the function play behavior and the games with rules. The building block promoted constructive play behavior and the dramatic play behavior. Cook setting promoted the dramatic play behavior. 4. For Subject A, the puzzle and beads promoted solitary play behavior. However, for Subject B, the intellect toy promoted solitary play behavior. 5.The beads promotion function and dramatic play behavior, the drawing tool promotion construction play behavior, puts promotion gam es with rules for A. intellect toy promoted the function play behavior, building block promoted the construction play behavior, the book promoted dramatic play behavior for Subject B.

5 Key words: toys, young children with disabilities, play behavior, cognitive play behavior

11 symbolic play Johnson, Christie, & Yawkey, 1987/2003 James, 2002 Tizard, Philps, & Plewis, 1976 Johnson, Christie, & Yawkey, 1987/2003; Johnson & Ershler, 1985; Quilitch & Risley, 1973; Rubin, 1977; Vandenberg, 1981 social butter Quilitch Risley1973

12 social toys isolated toys Beckman & Kohl, 1984; Cowden & Torrey, 1990; Hendrickson, Tremblay, Strain, & Shores, 1981; Hughes & Carter, 2002; Ivory & McCollum, 1999; Kallam, Michael, Retting, & Michael, 1991; Martin, Brady, & Williams, 1991; Parte n, 1932; Quilitch & Risley, 1973; Quay, Weaver, & Nell, 1986; Raab, 2003; Retting et al., 1993; Rubin, 1977; Shure, 1963; Smilansky,1968; Van Alstyne, 1976; Vanderberg, 1981 n Hendrickson et al., 1981; Johnson & Ershler, 1985; Mcdowell, 1937 Beckman & Kohl, 1984; Hughes & Carter, 2002; Ivory & McCollum, 1999; Kallam & Rettig, 1991; Martin, Brady, & Williams, 1991; Quilitch & Risley, 1973; Retting, Kallam, & McCarthy-Salm, 1993 Cowden & Torrey, 1990 ; Johnson & Ershler, 1985 Cowden & Torrey, 1990; Dunn, 1991; Villarruel, 1990 Beckman & Kohl, 1984; Martin, Brady, & Williams, 1991 CowdenTorrey1990 Mcdowell1937Rubin1977 JohnsonErshler1985 HughesCarter2002

13 Jenkins, Speltz, & Qdom, 1985

14 Quilitch Risley1973 social toysisolated toys playing behavior RubinMaioni Hornung1976

15 inclusive education class children with disabilities

17 Frost JohnsonChristie Yawkey 1987/2003 Gresham, 1982 Piaget1962 Frost, 1992 James

18 Goldstein2003 Knudsen 2005 Mcclintock, Moskowitz, & Mcclintock, 1976Parten, 1932 Parten1932 unoccupied behavior onlooker behavior solitary play parallel play

19 associative play cooperative play Parten1932 PartenRubinWatsonJambo 1978 Smith1978 Parten1932 Smith n Parten

20 Barnes1971 Piaget1962 practice play symbolic play game play Smilansky Piaget1962 functional playconstructive play dramatic playgames with rules functional play constructive play dramatic play

21 games with rules Parten1932 RubinMaioniHormung1976 Smilansky1968 Parten1932

22 Johnson et al.,1987/2003 Tizard, Philips, & Plewis, 1976 Smilansky1968 Bradley1985

23 Zimmerman Galovinii1971 Froebel Sutton-Smith1967 Erikson1972

24 Parten1932Quilitch Risley1973 Van Alstyne1932 RettigKallam Salm1993 Barnes1971 Parten1932 CowdenTorrey1990 IvoryMcCollum1999

25 Quilitch Risley1973 Rubin1977 Johnson Ershler1985 Hughes Carter2002

26 Mcdowell1937 Rubin1977 Van Alstyne1932 Parten, 1932 Beckman & Kohl, 1984; Hendrickson et al., 1981; Hughes & Carter, 2002; Ivory & McCollum, 1999; Kallam et al., 1991; Martin et al., 1991; Quilitch & Risley, 1973; Raab, 2003; Retting et al., 1993; Shure, 1963; Vanderberg, 1981 Beckman & Kohl, 1984; Cowden & Torrey, 1990; Hendrickson et al., 1981; Hughes & Carter, 2002; Ivory & McCollum, 1999; Kallam et al., 1991; Martin et al., 1991; Parten, 1932; Quilitch & Risley, 1973; Quay, Weaver, & Nell, 1986; Raab, 2003; Retting et al., 1993; Rubin, 1977; Shure, 1963; Smilansky,1968; Van Alstyne, 1976; Vanderberg, 1981

27 Parten (1932) Shure (1963 ) Smilansky, (1968) Quilitch & Risley (1973)

28 Van Alstyne (1976) Rubin (1977) Hendricks on, Strain, Trembla, & Shores (1981)

29 Vanderber g(1981) Beckman & Kohl (1984) Quay, Weaver, & Neel (1986) Cowden & Torrey (1990) Kallam, Michael, Rettig, & Michael (1991)

30 Martin, Brady, & Williams (1991) Retting, Kallam, & McCarthy -Salm (1993) Ivory & McCollum (1999) Hughes & Carter (2002) 1.

31 inclusived education StainbackStainback1992b

33 Guralnick, 1990 Hundert, Mahoney, Mundy, & Vernon, 1998 Guralnick, 1990 Guranlnick, 1990; Jenkins, Odom & Speltz, 1989Allen1992 MooreGilbreathMaiuri1998 Beckman Kohl1984 MartinBrady Williams1991

34 JenkinOdomSpeltz1989 Guralnick1990 Holahan & Costenbaer, 2000 Odom, 1998 Gresham, 1982; Jenkins et al., 1989 Leister et al., 1993

35 CEPS

38 Mindes Guralnick1990

40 A B

42 AB B A A A

43 A A A A A A A A A A

44 A ABBB A B B B B BB B B B B B B

45 BB B A BB BB

47 OK CM OK CM OK

48 A B B B B A B A B

49 OK CM ( ) OK OK

50 OK

55 5 ABC+ Poper & Hinde1978 DV Nero Start Smart

56 SPSS12.0 A B A A B B Rubin, Maioni, & Hornung, 1976Rubin, Watson, & Jambor, 1978

58 SPSS 12.0 Wilcoxon sign test

60 tpair-sample t test A ZZ 4-1 A Z MSD MSD p0.05

61 ZZZ MSDM SDMSD MSDMSD A M SDMSD MSD MSDM SD 4-2 B Z MSD MSD p0.05 B4-2 Z2.80Z2.80Z2.80 M 34.24SD26.70M16.42SD7.34 M95.35SD7.02 B M49.33SD28.63 M83.97SD29.66 M95.35SD7.02M88.44 SD17.27

62 Beckman Kohl 1984Ivory McCollum1999Martin 1991 Retting 1993 Cowden Torrey1990 A B B A nn nn 4-3 A n ( A

63 n nn n nn n 4-4 A n (%) n (%) n (%) n (%) n (%) n (%) n (%) B nn nn B nn n A

64 4-5 B n nn nn B 4-6 B

65 Hendrickson 1981ohnson Ershler1985 Cowden Torrey1990 A nn nnn n A n na n

66 nn n 4-7 A n ( 4-8 A n (%) n (%) n (%) n (%) n (%) n (%) n (%)

67 B nn 4-9 B n ( 4-10 B n (%) n (%) n (%) n (%) n (%) n (%) n (%)

68 nn nn 4-10B n B n nn B A B A B

69 A B A B

71 A B B B B BB AB

72 A.aspFullDoc=allFcode=H James E. Johnson, James F. Christie, & Thomad D. Yaw Key Play and Early Childhood Development Frost Joe L., Sue C. Wortham, Stuart Reifel

73 Landon, T nt.asp?id=34

74 Seeing Young Children

75 %83%E0%B2%E5%B9%BC%E5%85%92%E7%A4%BE%E6%9C%83%E6 %80%A7%E4%BA%92%E5%8B%95%E4%B9%8B%E6%95%99%E5%AD %B8%E9%81%8A%E6%88%B2&EI=UTF-8&FR=YFP&X=WRT&META= VC%3D Mark Wolery & Jan S. Wilbers Barnes, K Preschool play norms: a replication. Developmental Psychology, 5, Beckman, P. J., & Kohl, F. L. (1984). The effects of social a nd isolate toys on the interactions and play of integrated and nonintegrated groups of preschoolers. Education and Training of the Mentally Retarded,9, Bradley, R.H Play materials and intellectual development. In C.C. Brown and A.W. Gottfried Eds., Play Interactions, Skillman NJ : Johnson and Johnson.

76 nann n nadapted Physical Activity Quarterly, 1 Eeikson, E.1972.Play and actuality. In M. W. PiersEd., Play and development.new York: Norton. Frost, J. L Play and playscapes. Albany, New York: Delmar Publishers Inc. Goldstein, Ph.D The Value of Toys in Play nd_play. html Gresham, F. M Misguided mainstreaming: The case for social skills training with handicapped children. Exceptional Children,48, Guranlnick, M. J Social competence and early intervention. Journal of Early Intervention, 14, Heft, T., & Swaminathan, S The effects of computers on the social behavior of preschoolers. Journal of Research in Childhood Education, 16, Hendrickson, J. M., Tremblay, A., Strain, P. S., & Shores, R. E The relationship between toy and material use and the occurrence of social interactive behaviors by normally developing preschool children. Psychology in the Schools, 18, Holahan A. & Costenbaer V A comparison of developmental gains for preschool children with disabilities in inclusive and self-contained classrooms. Topics in Early Childhood Special Educatio n, 20, Hughes, C. A. O., & Carter, M Toys and materials as setting events for the social interaction of preschool children with special needs. Educational Psychology: An International Journal of Experimental. Educational Psychology, 22, Hundert J., Mahoney B., Mundy F. & Vernon M.L. (1998). A descriptive analysis of developmental and social gains of children with severe disabilities in segregated and inclusive preschools in southern Ontario. Early Childhood Research Quarterly, 13,

77 Ivory, J. J., & McCollum, J. A Effects of social and isolate toys on social play in an inclusive setting. Journal of Special Education, 32, Jenkins, J. R., Odom, S. L., & Speltz, M. L Effects of social interactions on preschool children with handicaps. Exceptional Children, 55, Johnson, J. E., Christie, J. F., & Yawkey, T. D. 1987/2003. Play and early childhood development. Glenview, IL: Scott, Foresman. Johnson, J.E., & Ershler, J.L Social and cognitive play forms and toy use by nonhandicapped and handicapped preschoolers. Topics in Early Childhood Special Educatio n, 5, Kallam, M., Michael,A., Retting, M.,& Michael,A.1991.The Effect of Social and Isolate Toys on the Social Interactions of Preschool-Aged Children in a Naturalistic Setting. Document Resume, 20, 1-6. Knudsen, Eric2005.Early learning leaves lasting changes in brain http://proquest.umi.com/pqdweb?index=1&did= &SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VI n st=prod&rqt=309&vname=pqd&ts= &clie ntid=43223 #fulltext#fulltext Lieber, J., & Beckman, P. J Social coordination as a component of social competence in young children with disabilities. Focus on Exceptional Children, 2, Marion Sill McDowell1937.Frequency of Choice of Play Materials by Pre-School Children. Child Development, 8, Martin, S. S., Brady, M. P., & Williams, R. E Effects of toys on the social behavior of preschool childre n in integrated and nonintegrated groups: Investigation of a setting event. Journal of Early Intervention, 15, McClintock, Charles G, Moskowitz Joel M., McClintock Evie Variations in Preferences for Individualistic, Competitive, a nd Cooperative Outcomes as a Function of Age, Game Class, and Task in Nursery School Children. Child Development, 48, Mindes, G.1982.Social and cognitive aspects of play young handicapped children. Topics in Early Childhood Special Educatio n, 2,

78 Odom, S. L Preschool inclusion: What we know and where to go from here. Topics in Early Childhood Special Educatio n, 20, of developmental and social gains of children with severe disabilities in segregated and inclusive preschools in southern Ontario. Early Childhood Research Quarterly,13, Parten, M. B Social play among preschool children. Journal of Abnormal and social psychology, 28, Piaget, J.1962.Play, dreams, and imitation in childhood. New York, NY: Norton. Quay, L. C., Weaver, J. H. e Neel, J. H. (1986). The effects of play materials on positive and negative social behaviors in preschool boys and girls. Child Study Journal, 16, Quilitch, H. R., & Risley, T. R The effects of play materials on social play. Journal of Applied Behavior, 6, Quinn, J. M., & Rubin, K. H The play of handicapped children. In J. D. Yawkey & A. D. Pellegrini Eds., Children's play: Developmental and applied. Hillsdale, NJ: Lawrence Erlbaum Associates. Raab, M Relationship between types of toys and young children's social behavior. Bridges, 1, Rettig, M., Kallam, M., & McCarthy-Salm, K The effect of social and isolate toys on the social interactions of preschool-aged children. Education and Training in Mental Retardation, 28, Rubin, K. H.1977.The social and cognitive value of preschool toys a nd activities. Canadian Journal of Behavioral Science, 9, Rubin, K. H., Maioni, T. L., & Hormung, M Free-play behaviors in middle and lower class preschoolers: Parte n and Piaget revisited. Child Development, 47, Rubin, K. H., Watson, K. S., & Jambor, T. W Free-play behavior in preschool and kindergarten children. Child Development, 48, Shure MB Psychological Ecology of A Nursery School. Child Development, 34, Smilansky, S The effects of sociodramatic play o n disadvantaged preschool children. New York: Wiley.

79 Smith, P.1978.A longitudinal study of social participation in preschool children:solitary and parallel play reexami ned. Developmental Psychology, 14, Sutton-Smith, B The role of play in cognitive development. Young Children, 22, Tizard, B., Philps, J., & Plewis, L Play in preschool centers. Effects on play of the child's social class and of the educational orientation of the center. Journal of Child Psychology and Psychiatry, 17, Vandenberg,B.1981.Environmental and Cognitive Factors in Social Play. Journal of experimental child psychology, 31,

80 OK CM OK

81 AB AB

82 AB

83 A B 2/ / / / / / / / / / / / / / / / / / / / / / A B

86 M SD t *p0.05

<4D6963726F736F667420576F7264202D205FB2C4A454B4C15FAB6EA578A448A4E5AAC0B77CBEC7B3F84235AAA93939303730322E646F63>

<4D6963726F736F667420576F7264202D205FB2C4A454B4C15FAB6EA578A448A4E5AAC0B77CBEC7B3F84235AAA93939303730322E646F63> 林霓儀林聖曦不同性別組合下的幼兒遊戲初探 - 室內與戶外遊戲情境之比較 25 南台人文社會學報第三期 2010 年 6 月頁 25-61 不同性別組合下的幼兒遊戲初探 - 室內與戶外遊戲情境之比較林霓儀林聖曦摘要本研究旨在探究幼兒在不