國立嘉義大學師範學院幼兒教育研究所

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托枝冀
9 years ago
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1 立論精年

2 不了論裡勵了論年來論度力都勵論老路不勵論勵論力論老北來盧林論論更兩老論兩林療料林不切力路來老老玲兩力老瑩路蘭麗立祥玲林李見李倫林老了讀了不

3 立力不行論行樂力料行領數不領不力力勞異了不

4 3. 力

5 The Learning Effect of Play Interventions of The Fine Motor for Developmental Delay Children Yu-Wei Chang Graduate Institution of Early Child Education National Chiayi University Abstract This study is a qualitative study. The purpose of this case study is to explore the learning effect of play interventions for the fine motor of preschool children. The subject of this study is five years old and has over-developed tensor muscle of his left hand, which was identified as limbs developmental delay. And all the play intervention activities were developed based on his symptoms. This study attempts to answer the following questions. First, to explore the skills of play intervention and the art of implementation of teachers. Second, to explore the effect of play interventions of developmental delay children. The conclusions of this study are as follow: 1. The designing of play interventions and the skills of implementation of teachers should be consistent of the needs of children. a. The designing and implementation of activities make children feel happy in the process of play intervention activities. b.the proper evaluation of children ability, the proper selection of material, the time control of activities, and the assistance of others should all be taken into consideration in designing play intervention activities to make children obtain the real progress from the play intervention activities. c. The play intervention activities should cooperate with the lessons of the kindergartens of the children.

The subject of this study is five years old and has over-developed tensor muscle of his left hand, which was identified as limbs developmental delay.

6 d.the teaching skills of team and small group activities leading teachers should vary in according to the numbers of children and all the different play intervention activities. 2. The fine motor of hands of this developmental delay child has improved gradually during the process of play intervention activities: when coming up with problems and difficulties, the child would seek for help and learn to solve the problems: the child has learned to share and compromise during the process. a. The fine motor of hands of this developmental delay child has improved gradually. b. Ding Ding would seek for help and learn by observing peers when coming up with problems and difficulties. c. Ding Ding has special and excellent talent in art activities. 3. Observations from the process of this study a. Teachers are the most significant influential persons in the play intervention activities of fine motor. b.ding Ding has learned the skills of utilizing both hands during the activities. This makes him keep up with his classmates both in studying and behavior and upgrades his status in class. c. The designing of play intervention activities should aim at the real needs of learning of special children. Keywords: Developmental delay children, Fine motor, Play activities Toy making

seek for help and learn to solve the problems: the child has learned to share and compromise during the process. a. The fine motor of hands of this developmental delay child has improved gradually. b.

7 論

8 參六歷料料理度論論論論參錄錄

9 錄錄錄錄錄錄

11 歷論易量領論論領料理度

12 錄錄勵理錄略

13 論六理理理理力年不復療力蓮 200 類類了說了麗切歷靈切聯類來行理不更李劉弄勞樂不來 2000 更樂拉樂.. 類不來說 1

14 來兩聯兩不不例行不離力落更連理良力不 2006 來說理說度刺梁 2004 刺累葉 frontal cortex 不梁 2004 麗李 1995 度來說 Piaget(1967) 來行力力弄力力 2001 力力理力力玲 2003 行兩羅令 1998 切行 2

15 葉聯梁 2004 若不更不良不 2001 葉 28 刺刺靈 0~6 盧六刺降理度來刺行路練復梁 2005 療 2005 練來復行來 0~3 行 3~6 來良 2004 療療讀切金老力理讀六 3

16 理若行療度立讀見數領來力行六理理理理力年讀林林若聯領 4

17 力力玲理力力勞領不參勵度領行兩行力行力不 5

18 不數行若力不行練列兩論行療行復力六行量領行六練力行類若不練不論力類參 6

19 料兩領行論料力兩行不領不不 7

20 8

21 六理度度落力行不年度不識狀北領量不 1995 度來說類來不復力理行落六年利年六年利行六理理理異異 9

22 年異六理理理力年類療理理行不類來狀類列量列領領理力理例療例不利年狀六理 10

23 理理異異療降來異理理行不異行異年切力理理理力力力力力力念類力了留力落易 1. 力不葉令力力葉 anterior frontal cortex 了不力不力不不良刺力刺易不 Connis,197 梁

24 2. 不力切烈不良不良力不不料零梁 2004 不落 1998 不料留了力不念力了念念行度葉類不識類來說念不連度臨類不林葉略不不度行行不行 12

25 落 1998 理不力不度不不力 Combs,1984 李 2002 理度理異例率狀 Combs,1984 葉林瑩李 2002 度不異來離路不力力靈力力不易不刺令來麗理粒行行兩例串靈靈不 13

26 不牢不良力不 6. 力異不良力異來力力力不力不不良不易力不 1998 力力了力切兩 cooingbabbling2~5 不刺不不良力 Kaczmarek1990 度度來不易理理不說度說力來易異度流利度不力不異行易行 Bowe, 1995 葉 2001 林瑩 1999 林麗 1994 力切留律來說理念不行不理不 2003 落行略不 14

27 行略練行力行不良例力不理行切理力良立 Guralnick,1990Bowe, 葉 2001 林瑩理力理力落不理力不良行例力不理若理 2003 葉 2001 林瑩 Bowe,1995Skellenger Hill, 1992Guralnick, 1990 異 Allen,1992 理臨若不靈復了療降利李 2002 論理量 15

28 立行論理理量麗晴玲沈麗蘭林麗羅玲林劉靖麗劉逸玲林玲蓮玲李立行理 16

29 論立李玲精力練力參率良率兩數念金念異類留療兩勵參立練類略力練離數力不行量來良率療度異行數數略力都力力略連理力略行力 17

30 行力不力更度行不讀力良立來累來麗理不度六不更靈年論來了力力 18

31 玲來力勞來念念念例了念歷不力不念靈理力來理力力類量異類力類弄拉狀來列 19

32 串連串行不來行類勞領領兩靈領串領領領勞六領說了行勞力理論力串靈 20

33 樂了年力度度來力歷了更了理論利理論兩理論理論論論論來說度連連力若練連刺刺論葉例來說靈令令離 21

34 練例勞練靈度度來理論葉切練梁不不不了力不不力度累力力落麗不不靈不勞力利理力更了行年行說弄串連弄力量兩 22

35 鈴樂拉拉不兩兩兩來狀來列狀行不不不狀狀兩兩狀連不車 23

36 金不狀力見串連識洞六狀靈兩不略料來略拉拉鍊略略不 24

37 兩略年力行領行理 25

38 易量領年精度狀鈴六兩弄拉兩裡兩兩六亂六狀鈴六 ~ 拉六不菱連不索數 5 六六年不便類不不連 Case Smith 六金 26

39 更立離靈力良力力來牢度論力力練來不行行理論精精精精練林龍李劉良林麗李玲 27

40 論六不精異精不異女異年精不不異領精領領力年類度不狀度理力不落度不行精力練力參率良率練數度練臨度度練良精力落力兩都度度略神六精不度理療力力練精力練度練精力力力不行 28

41 年類力不不力理力力練立行索利立念念行力練不度力良來玲切裡樂力行祿類來說類了樂 29

42 不利來不力行不行瑩行行樂行參行更不林麗來說行力參行樂來來理刺來行行異理林行不不行行刺車不樂行索行行不行索刺索立六參不 30

43 力力來行樂理說玲行參樂不力力力行不不來什行見臨樂行不力力行六不不不參烈參不力類念不 31

44 來說參刺樂行不力量行力了不邏來玲了 toolsign 念兩理利力來行樂樂玲若度來不不行行來力類了度力不 32

45 利落更 2000 裡了立不行裡更不量料 1997 來理論度落了不識力不參度來力玲參力參理立力力 33

46 參了量更立裡了不爲良更行麗度玲玲料爲參利理度行了行了度參料參行參理論力理來不理參不 34

47 若更力爲利行識了不不不不更參若來力識樂六領識樂領來來行來行力若理力念 35

48 兩力行行數行行不樂力力若行力了更力列參理理來 36

49 力領勵度行量參行力不來樂行練論行行理 37

50 林劉參麗 38

51 論參力參參狀參女老老老力力異力力力女女復類益復療參量力參力來參拾麗力練拉離狀量力度六行落不參念參聯度參林六力不異劉兩參力益 39

52 力切更樂行識念來念歷識切刺力林勞來行不力更理 40

53 兩歷來說參歷料料理度行說量 Circle of Constructivist Inquiry 不 / 料歷 2005 歷了行省讀行行料料參不 41

54 理力不良落行度索度行參林老 5 錄 3-1 兩兩數不不不不行領兩論力 42

55 領來行來行行練行六行六領行狀行論行若不林老領 5 行不行來練領便狀行論兩狀行論兩老更力若兩論行 43

56 力了力利度行力參行了力參零六領行力狀參行行參來不兩練領領領 44

57 力力力力力力理力領領力度領力領力勞領力力理念力領力理兩領力領理力六領練練狀練行練讀說練領領行練路索行力領讀說練讀說兩領練 45

58 兩力力力力力力理力領練練讀說領兩領力力老來零六力老更了力了領力便力行說行利行力參力力力行來行行來行老錄力零六力力 46

59 錄說力老列領錄料列老行力領練力行了行老行料年力老狀領錄老量量行行老不行老 47

60 領行料來領數說領領領數兩靈六串六勞 48

61 林立不力不林理崙金年不年來理念來不更林數六年年年立不行 ~ ~ 律 ~ 拾 ~ ~ ~ ~ ~ ~ ~ ~ ~ 49

62 讀林領林若聯料狀行說讀 94 年 7 論論陸料 9 六 4 立說度林料讀林若領度力不不便例理勞行老不力不老 50

63 行力料錄更了狀行參料狀年領若聯零不良若行復料理料理年類領領力不若 51

64 狀狀了狀臨不裡老老老不行力量不狀不老不力力不易力不行老狀勞裡力力量不不良老狀行力不亂力不勞 52

65 若復更不論不理度領行行料行 ~ 行料勞領領靈領領串領領領領領勞領六領料洞串糖行行理 53

66 力力不不不不例行

67 領領裡兩兩兩靈洞裡洞裡串串 55

68 領勞領來連兩數不不不裡不 56

69 行力不行不不行不力行不不年力切行參論行理 57

70 理理兩兩不不年連都兩不露露不露行領見力力不行年練 58

71 領領靈串串串串來勞狀兩度輪廓輪廓不 59

72 力領論參見六便行領力糖車禮串神串鍊六禮亮來樂狼不來參參六行 60

73 理量量來論行療利錄論錄料領老林老老理行列行兩老年老行見 ~ 論行了行狀兩兩行參更 61

74 狀林老領老年林老林老年行力論行了行狀兩兩行參更狀行兩參論了不狀見更力六歷歷年年 62

75 年料行理兩不力行了行力行力力練六力行錄論論錄錄論論錄省了度了領練兩行若狀行行 63

76 料 2005 年年 9 理料行 2005 年 12 行理 2006 年 12 行力 2006 年 3 錄行 2006 年 345 料理 2006 年 6 論 2006 年 67 歷 64

77 參論行行行度行兩領行行林老領行行行力行行錄林行論省行度不不度行量度不行力行領度 3-8 見錄 65

78 3-8 度六串來料理立利行錄行行錄行錄六行料論來參裡兩兩領兩來錄兩說 66

79 量復論練理論力行念念行來力不領了力參領了不論不領領利領行領 67

80 料不料料行行說度領行錄錄領錄錄行不來弄不參錄不論更料了力力度行領行行了力行了 68

81 參料行料省不料省料略說領力領量行不不勞領了行林論行錄論錄不行料行參見錄理 69

82 蘭行量精年 ~ 串串錄領行理 70

83 糖車禮鍊神禮亮來樂狼不來行錄錄力行力狀領行錄論更了行狀行更利論省料錄錄錄論省參見錄 71

84 錄理錄糖車禮鍊神禮亮來樂狼不來錄了兩兩論行若力利老錄理 72

85 錄精精精精省行行論錄錄錄念省六料理料量兩類量料行料不來料不來狀料不更度量料理領行行行料行數行 73

86 料理錄論錄錄料行理料參料料來不行料行類若論料年錄年論老林年論林老年省年年林年林老年度立度 Patton 不來理論 - 李 1995 省料來不來領錄度異行兩兩論理論力料 74

87 2004 料料錄論行力練力行練量練了不兩不 2000 量料料兩六錄六論錄行念行兩料行論了省錄度來兩行力料論省力論度 75

88 76

89 論力領行領論錄省錄料行料論論行力樂樂領行論行樂行樂行行六樂行力行糖狼力來都不不來了都 77

90 都不了裡來念了裡都不來神了了不說了都不老說猪糖都糖了林裡神神說猪什都猪說都糖都糖力了力什糖糖力糖糖說狼了狼來林裡來了狼來來 78

91 狼狼不說來都不說林裡裡來了都來裡說了說女來來弄來了拉不來了來不行林裡都來龍龍來說說樓來來說樓了 79

92 林理不神不來不林行行行例行來什不理了說說來更糖都來糖 80

93 糖不亮說亮女說不說了鍊不老來料女來料料參例樂料糖零料料料參零說樂來糖參都禮林樂來練林料龍來鍊龍料不 81

94 狀來來了了裡力糖來都什行林不不了來行都數數數易說樓了樓來來不狼來數 82

95 行不都數數行兩來料行來說樂領行力料異林都不力林不論不串說來不冷 83

96 了力林了來都來力來不料更更林林來說量了林料都料林不來狼不什不領不度 84

97 力論力行例力力料不力車料六樂量料利樂料不料不易力樂例狼來了領狼臨參臨數數樂行行了行來行參行不行行量若量度行 85

98 來不不兩行糖度兩度行度來行領數不理不行老練不不不都行勞來行不行來行樂兩不數不老練林老練 86

99 練領不來裡論更參狀不更勞來來了說不數行練立行力力度練度略力行 87

100 易數 5 領數易參易立老來練不不林領易流不行數不領令易練不都林林易林來度林老來不數了林老 88

101 林老林林來說林兩不不不兩行行力領老行林老了練兩力練兩來行力料練不率行不不數不不行更立 89

102 裡兩來兩老精練什不行林老離來更精老不來來林老力了練精樂兩不數不老練林老練練兩練精度來說不精不不不練不索若來說來參數量不更列 90

103 行行行行不了練更行不不練兩行領行了行領兩了不行兩林行行 1. 說了行兩說說說了說率力不來說 91

104 更更易行林來都林都林了領不林不刺年林糖都來糖林了車不來車林說車力車裡車烈林立林 92

105 兩來 2. 領說行兩行易林老行論行老便林老老猪糖都糖了林裡神神說猪什都猪說都糖神猪亮糖來不都來老說林裡來了狼說狼了狼來林裡來了狼來來 93

106 林老行論行林裡裡來裡說來龍龍來裡都都了裡來說來了不都不了說 3. 更力更更不索不兩度力林老異老老鍊串來老 94

107 什鍊了鍊什串不練不練力不更力見不什練落練女了落練不弄林了兩來刺洞洞裡拉了 4. 更樂更不兩不論林老兩行錄行料行理 95

108 領露亮飯林老女兩老練裡來林老都立糖說亮林老車車來車不了林老不鍊說老不林老論了量 96

109 領六禮說了林老力狼來了了來狼都利林老裡糖了來糖糖見不來不立林老什鈴 5. 兩勵勵兩勵勵更更

110 4-2 勵理領錄勵勵林老老參不更亮勵勵老不林老來行兩金勵便林老不糖復來勵勵都林老樂林老林老樂洞兩勵行林老勵領勵勵勵不來不濫林領樂了勵 98

111 益林不勵異行勵更領勵便領勵勵參更勵更見更 5. 力行兩行不率來兩行說行兩行行

112 錄林老兩便車老拉兩老說來拉了說兩來行 100

113 林老行不串老串了不老老老來離六兩來練數了飯兩論來 101

114 兩了兩不略亂了來略來行都來行串度不易洞離不連來更略了林都行更不了不都飯來林 102

115 行不說不來行來了略不行來行 6. 力行領狀行論了更論來度更若行參見不行見行論錄論領行力識行更利例領行不論林老練例串葉力不論來更行領了量參料兩 103

116 說了領說更樂行更利更樂行不了料兩林老不理兩行不行 1. 不理數不行不不兩不理數不立理來例不行立切亂離林老數六不林老不若不不兩立行不不理林老不林老行拉力兩數不不 104

117 不理兩行度老立行林老立狀來立老理 1 切行不冷來樂說倫說說冷來老了來 2 亂離來了來來老若立行林老理 105

118 行不拉力行立理立 1 不不見女了兩行串弄串行 2 拉力老行了來老車來不不不理力 106

119 便料老行立理立老來了說不行不不不了行論力力不不 2000 力領力行 107

120 行 14 力不不年力行 1. 練 2. 例領例串力 7-3 力 10. 類列行 14 行裡力不 100% 度來串串串串糖禮不 100% 108

121 來六行兩率 74% 精力異串六 109

122 兩行 100% 兩率 74 不不數不參 100% 練練不理狀不度不狀兩不說都連力練略女不不 110

123 不理不了力行行練不力兩力度力練力林年練力復練立了力力度 1. 異年度來串串力來狀不良更不 111

124 療洞老林不理不精練更精林不了靈不兩易更略來度落念都來力更便更力不車 112

125 例狀老參例不度林來度林老來串串了串度力不不 113

126 便更禮來不利來落禮來兩串來離鍊串度不年更異異 2. 行略略林更了不來說裡不不不來復林行略

127 4-5 略略略滑洞糖車葉來行來不來行神禮離鍊 115

128 略略六禮亮來樂來力力力行拉力拉刺洞洞裡拉狼喇不來了力量來離禮來 4-5 力略來不 116

129 略略來來來率行離便例離滑洞 3. 領行領領行行了令了了力糖了了糖林糖都林禮都禮力領說狼不了說 117

130 不了領領精鈴林林林鈴略了不不離林老不不不兩了 118

131 亮不不不不來了禮都裡都鍊都不練了令領行領領不行臨了更不令令理 4. 了更落更理更 119

132 易了不行論來女了落練林老了兩都不來立數林林 120

133 臨不行力更來行女練了兩了論度力兩六領勵行了行練勵立參 121

134 不良行率了不行度領不來論不行不不不不說行了略力復復不玲力理力來量不 122

135 歷了了省論裡念了了不不烙狀療狀不不飯連都力不量飯都量來力來更了飯不都拾練不兩 123

136 見不林都不來了說了都林了不便力了不療復路兩不行力說了不理更理類不不來亮來都不說裡了不裡裡 124

137 了料零都練都都不了了飯裡不了不都飯來不來不不不不力不理理論理不 125

138 便精不率不力領更說力量了略例力量不來行力利略不了了練不更利略來不來行來 126

139 來行率精神不力了略來不力不行領論不念了不更力更更零樂練樂力 127

140 行領練領不度都碌連樂略了來來 128

141 論行零力論論論行力量度臨樂行行樂行力行了樂 1. 說力行 2. 若參力 129

142 3. 料料更不若料不更料 4. 力料若若不易力料若行行 1. 行行若不行理念不落行 2. 不力練不刺 130

143 領數不領不兩數不領不兩異 1. 兩不不數說了領說更樂略行 2. 不不不行數不行不度不數易立不度若兩立行力兩行六了力參 131

144 力六率 74 年練力復練立例不 1. 異勞異行兩勞異例 2. 略來 3. 領 1 了了力糖了了糖亮不不不不領說狼不 4 132

145 兩六練勵立參了不行略度領不來復復不玲力理力來不便 133

146 不了力力理論來列兩行力良行行力料力識不利參不療復療療 134

147 來來數類來類 100 來領理力力力領 135

148 136

149 參年利行北索年北北索年北索年易量北年玲量北理北林瑩北利論立北臨論立量論立論立北 137

150 論立北北立療論立利北玲北理念北理練北北數金論立北李論立理北李不力論立北李劉練練年度論北參力立料論立復北練行論立林北理林行論北立北林北林理北流林麗北林年力論立 138

151 林北理林力論立北論立論立北理北行良北北流不參論立北療論立麗北北行練療論立理療北年力力論立例論立見林例論立 139

152 力北北利金北北流練力論立練力論立利北力論立北理論北立北理北理論立易量零兩林北療力例論立復北北理論立北年論 140

153 立北力樂例論立北理北論立行北理念論立北立北麗論立葉論北參論立理劉力例論立葉理玲北良論立列論立識論立行量論立 141

154 力力論立利北理論北略論立例論立北力行論立北北理論理類蓮量立論立行論立北理麗李理北羅令北理羅绮樂論立樂北理北理麗林林梁理論北呂金李林林盧療 142

155 北理北麗北瑩不北理理論北林林北麗李林玲林北北流 Allen,K.E(1992). The exceptional children : Mainsteaming in childhood education (2nd Ed.).New York : Delmar Publication Inc Bowe, K. (1995). Phenylketonuria: an update for pediatric community health nurses. Pediatric Nursing, 21 (2), Case Smith1998Development of hand skills: 0-2 years Case-smith, J. (in press). In C. Pehoski & A. Henderson (Eds.) Development of hand skills in the child 2nd Ed. St. Louis: Mosby/Elsevier Combs,M.F.(1984). Early active intervention upon arease of development in the Down s syndrome child.eric Document Reproduction Services. No ED

156 Connis, R.T,1979The effects of sequential pictorial. cues, self-recording, and praise on the job task sequencing of retarded adults. Journal of Applied Behavior Analysis, 12, Exner J E, Weiner I B(1996). The Rorschach: A Comprehensive System. Volume 3: Assessment of children and adolescents (2nd ed.). New York: Wiley, Guralnick, M. J. (1990). Social competence and early intervention. Journal of Early Intervention, 14(1), Hughes,J.N.Hall,R.J.1987A person model for the assessment of children s social competence. Professional school psychology Kaczmarek,L.A.1990.Teaching spontaneous language to individuals with sever handicaps : A matrix model. The association for persons with sever handicaps, 15(13) Kephart,N.C.1971.The slow learner in the classroom. OH:Merrill Publishing. Rubin,K.H.,G.G.Fein,& B.Vandenberg.1983.Play.In P.H.Mussen(Ed.),Handbook of child psychology volume 4 Socialization personality and social development: new York,Wiley.1997 Skellenger, A. C., Hill, E. W. (1994). Effects of a sharedtecher-child play intervention on play skills of threeyoung children who are blind.journal of Visual ImpairmentBlindness, 88,

157 錄精領領裡兩裡裡裡裡不兩兩兩兩

158 領領兩兩靈不連來都兩洞裡裡洞裡洞裡洞裡洞裡狀洞

159 領領洞兩兩串串串串糖禮來行連

160 領領兩兩兩度勞兩兩兩

161 領領連度露露不露來年輪廓輪廓輪廓不輪廓不不不

162 精領領裡兩裡裡裡裡不兩兩兩兩

163 領領兩兩靈不連來都兩洞裡裡洞裡洞裡洞裡洞裡狀洞

164 領領洞兩兩串串串串糖禮來行連

165 領領兩兩兩度勞兩兩兩

166 領領連度露露不露來年輪廓輪廓輪廓不輪廓不不不

167 錄 2006/03/14 領領勞來力行不老什老論老參老說念不裡利行行行

168 行論老來來洞來