中韩两国幼儿家长游戏选择取向的比较
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摘要
家长对幼儿游戏的看法与选择倾向是家长教育观念的重要组成部分,对幼儿游戏生活有着重要影响。本研究采取方便取样的方法和配对发放的形式,分别对中国和韩国某大学附属幼儿园的家长进行问卷调查,结果发现中国家长最期望幼儿玩的是建构性游戏,韩国家长最期望幼儿玩的是体育游戏;中国家长比韩国家长更喜欢教育性游戏,韩国家长比中国家长更喜欢假想性游戏;中韩两国家长的游戏选择取向在家长性别、家长学历、家长年龄和幼儿性别、家庭幼儿个数等因素上存在差异;在电子游戏功能认可方面,韩国家长偏向的是学习,中国家长偏向的是娱乐;中韩两国家长都最不期望幼儿玩电子游戏,超半数的两国家长认为电子游戏传递给孩子的文化存在不适宜之处,且担忧电子游戏对幼儿眼睛及身心的消极影响。应结合不同种类游戏的价值,在强化"文化适宜性"理念的同时,考虑时代特点,引导家长树立全面、适宜、先进的游戏选择取向。
Parents' perceptions and preference for child play are an important part of parents' educational concepts and can have a major impact on the play life of young children. The study used a convenient sampling method and the form of paired distribution. Questionnaires were distributed and surveyed on paired parents of kindergartens affiliated with a university in China and South Korea. The result shows that Chinese parents most expect their children to play constructive play, while Korean parents most expect their children to motor play. Chinese parents prefer educational play to Korean parents,and Korean parents prefer Pretend play to Chinese parents. The differ ence between selection of Chinese and Korean parents' play choices is significant on the"parental education"factor,"parental age"factor,"child gender"factor,and"the number of children"factor. In terms of recognition of digital play function,Korean parents prefer learning,while Chinese parents prefer entertainment. Chinese and Korean parents least expect digital play to be played by children. More than half of Chinese and Korean parents worried about digital play culture presents to their child,and worried about the negative effects of digital play on children's eyes,body and mind. Based on the research results,it is proposed that combining the value of different kinds of play parents should be guided to establish a comprehensive play selection approach and set up appropriate choices of play in combination with cultural characteristics. Based on the characteristics of the times,it is suggested to guide parents to set up advanced play choice orientation,etc.
Parents' perceptions and preference for child play are an important part of parents' educational concepts and can have a major impact on the play life of young children. The study used a convenient sampling method and the form of paired distribution. Questionnaires were distributed and surveyed on paired parents of kindergartens affiliated with a university in China and South Korea. The result shows that Chinese parents most expect their children to play constructive play, while Korean parents most expect their children to motor play. Chinese parents prefer educational play to Korean parents,and Korean parents prefer Pretend play to Chinese parents. The differ ence between selection of Chinese and Korean parents' play choices is significant on the"parental education"factor,"parental age"factor,"child gender"factor,and"the number of children"factor. In terms of recognition of digital play function,Korean parents prefer learning,while Chinese parents prefer entertainment. Chinese and Korean parents least expect digital play to be played by children. More than half of Chinese and Korean parents worried about digital play culture presents to their child,and worried about the negative effects of digital play on children's eyes,body and mind. Based on the research results,it is proposed that combining the value of different kinds of play parents should be guided to establish a comprehensive play selection approach and set up appropriate choices of play in combination with cultural characteristics. Based on the characteristics of the times,it is suggested to guide parents to set up advanced play choice orientation,etc.
引文
[1]郭华,李苏,等.关于家长选择玩具的态度与幼儿性别角色社会化关系的调查分析[J].学前教育研究,1996(3):47-50.
[2]翟爱萍.幼儿家长游戏观及家庭游戏现状研究[D].南京:南京师范大学,2007:01.
[3]邱学青.从家长送幼儿入园动机分析家长的游戏观[J].学前教育研究,2014(4):41-47.
[4]雷宁.家长及隔代教养者对2~4岁儿童游戏活动的干预研究[D].长春:东北师范大学,2011:01.
[5]刘晓晔,刘馨.家庭环境中婴儿早期游戏的发生与家长支持[J].学前教育研究,2016(5):25-33.
[6][22]JOHNSON J E.Attitudes toward play and beliefs about development[M].Champaign,IL:Human Kinetics Publishers,1986:89-101.
[7]ROOPNARINE J L.Cultural variations in beliefs about play,parent-child play,and children’splay:meaning for childhood development[C]//PELLEGRINIell A D.The oxford handbook of the development of play.NY:Oxford University Press,2015:120-121.
[8][14]BODROVA E,LEONG D J.Tools of the mind:the vygotskian approach to early childhood education[M].NJ:Pearson Education,2007:123-124.
[9][32]SLATER A.Individual differences in infancy and later IQ[J].JPPDAI,1995,36(1):69-112.
[10]LIN Y C,YAWKEY T D.Parents’play beliefs and the relationship to children’s social competence[J].Education,2014,135(1):107-114.
[11]ROGERS P P,CRAWLEY S,lACEBB N,et al.Maternal game play with 4,6,and 8 month old infants:developmental changes[R].Biennial Southeastern Conference on Human Development(4th),Nashville,Tennessee,1976:15-17.
[12]HODAPP R M,GOLDFIELD E C,BOYATZIS C J.The use and effectiveness of maternal scaffoldingin mother-infant Games[J].Child Development,1984,55(3):772-781.
[13]FISHER K R,HIRSH P K,GOLIKOFF R M,et al.Conceptual split?parents’and experts’perceptions of play in the 21st century[J].Journal of Applied Developmental Psychology,2008(29):305-316.
[15]VYGOTSKY L S.Mind and society[M].Cambridge,MA:Harvard University Press,1978:118-119.
[16][34]GncüA,MISTRY J,MOSIER C.Cultural variations in the play of toddlers[J].Journal International Journal of Behavioral Development,2000,24(3):321-329.
[17][35]GASKING S.Yucatec Maya children’s play[C]//ROOPNARINE J L,PATTE M,JOHNSON J E,et al.International perspectives on children’s play.Berkshire,UK:Open University Press,2014:38.
[18][36]ROOPNARINE J L,JIN B.Indo caribbean immigrant beliefs about play and its impact on early academic performance[J].American Journal of Play,2012(4):441-63.
[19]PAIMINDER P,SARA H.Asian and euro-american parents’ethnotheories of play and iearning:Effects on preschool children’s home routines and school behaviour[J].International Journal of Behavioral Development,2004,28(2):97-104.
[20]LIVY M F,JULIA L M.Assessing the play beliefs of African American mothers with preschool children[M].Early Childhood Research Quarterly,2006,(21):507-518.
[21]AIMEE G,NOVER D S W.Mother-infant interactive play:theory and practical application[J].Child and Adolescent Social Work Journal,1985,2(1):22-35.
[23]FJRTOFT I.Landscape as playscape:the effects of natural environments on children’s play and motor development[M].Children,Youth and Environments,2004,14(2):21-44.
[24]WHITEBREAD D.The importance of play.[EB/OL](2014-03-03)[2017-02-09]http://www.csap.cam.ac.uk/media/uploads/files/1/david-whitebread---importance-of-play-report.pdf
[25]杨丽珠,李灵,田中敏明.少子化时代幼儿家长教育观念的研究:中、日、韩跨文化比较[J].学前教育研究,1999(5):32-35.
[26][29]CONNELL S L,LAURICELLA A R,WARTELLA E.Parental co-use of media technology with their young children in the USA[J].Journal of Children and Media,2015,9(1):5-21.
[27]EYNON R,HELSPER E.Family dynamics and Internet use in Britain:what role do children play in adults’engagement with the Internet?[J].Communication&Society,2015,18(2):156-171.
[28]NIKKEN P,SCHOLS M.How and why parents guide the media use of young children[J].Journal of Child Family Studies,2015(24):3423-3435.
[30]韩振乾.韩国文化的基本特征[J].刊授党校,2008(10):40-43.
[31]郑媛媛.韩国文化的特点及其对中国的影响[J].吉林工程技术师范学院学报,2011,27(4):24-25.
[33]LIN Y C,YAWKEY,THOMA D.Parents’play beliefs and the relationship to children’s social competence[J].Education,2014,135(1):107-114.
[37]曹雁飞.学前教育文化适宜性反思:以多元文化主义批判为基础[J].北京社会科学,2017(1):13-21.
[38]ABDUL A N A.Children’s interaction with tablet applications:gestures and interface design[J].International Journal of Computer and Information Technology,2013,2(3):447-450.
[39]HEIDER K,JALONGO M R.Young children and families in the information age:applications of technology in early childhood education[M].New York:Springer,2015:156-158.
[40]KABALI H K,IRIGOYEN M M,NUNEZ D R,et al.Exposure and use of mobile media devices by young children[M].Pediatrics,2015,136(6):1044-1050.
[41]AGGER B,SHELTON B.Fast families,virtual children:a critical sociology of families and schooling[M].Boulder:Paradigm,2007:119.
[42]LEVIN D E.Technology play cthatoncerns[C]//FROMBERG D P,BERGEN D.Play frombirth to twelve:contexts,perspectives,and meanings.New York:Routledge,2015:225-232.
[43]SHAHEEN S.How child’s play impacts executive function-related behaviors[J].Applied Neuropsychology:Child,2014,3(3):182-187.
[44]陈奕桦,杨雅婷,文冬霞.数字化游戏学习环境下的学生心流体验探讨[J].电化教育研究,2016,37(8):40-46.
[2]翟爱萍.幼儿家长游戏观及家庭游戏现状研究[D].南京:南京师范大学,2007:01.
[3]邱学青.从家长送幼儿入园动机分析家长的游戏观[J].学前教育研究,2014(4):41-47.
[4]雷宁.家长及隔代教养者对2~4岁儿童游戏活动的干预研究[D].长春:东北师范大学,2011:01.
[5]刘晓晔,刘馨.家庭环境中婴儿早期游戏的发生与家长支持[J].学前教育研究,2016(5):25-33.
[6][22]JOHNSON J E.Attitudes toward play and beliefs about development[M].Champaign,IL:Human Kinetics Publishers,1986:89-101.
[7]ROOPNARINE J L.Cultural variations in beliefs about play,parent-child play,and children’splay:meaning for childhood development[C]//PELLEGRINIell A D.The oxford handbook of the development of play.NY:Oxford University Press,2015:120-121.
[8][14]BODROVA E,LEONG D J.Tools of the mind:the vygotskian approach to early childhood education[M].NJ:Pearson Education,2007:123-124.
[9][32]SLATER A.Individual differences in infancy and later IQ[J].JPPDAI,1995,36(1):69-112.
[10]LIN Y C,YAWKEY T D.Parents’play beliefs and the relationship to children’s social competence[J].Education,2014,135(1):107-114.
[11]ROGERS P P,CRAWLEY S,lACEBB N,et al.Maternal game play with 4,6,and 8 month old infants:developmental changes[R].Biennial Southeastern Conference on Human Development(4th),Nashville,Tennessee,1976:15-17.
[12]HODAPP R M,GOLDFIELD E C,BOYATZIS C J.The use and effectiveness of maternal scaffoldingin mother-infant Games[J].Child Development,1984,55(3):772-781.
[13]FISHER K R,HIRSH P K,GOLIKOFF R M,et al.Conceptual split?parents’and experts’perceptions of play in the 21st century[J].Journal of Applied Developmental Psychology,2008(29):305-316.
[15]VYGOTSKY L S.Mind and society[M].Cambridge,MA:Harvard University Press,1978:118-119.
[16][34]GncüA,MISTRY J,MOSIER C.Cultural variations in the play of toddlers[J].Journal International Journal of Behavioral Development,2000,24(3):321-329.
[17][35]GASKING S.Yucatec Maya children’s play[C]//ROOPNARINE J L,PATTE M,JOHNSON J E,et al.International perspectives on children’s play.Berkshire,UK:Open University Press,2014:38.
[18][36]ROOPNARINE J L,JIN B.Indo caribbean immigrant beliefs about play and its impact on early academic performance[J].American Journal of Play,2012(4):441-63.
[19]PAIMINDER P,SARA H.Asian and euro-american parents’ethnotheories of play and iearning:Effects on preschool children’s home routines and school behaviour[J].International Journal of Behavioral Development,2004,28(2):97-104.
[20]LIVY M F,JULIA L M.Assessing the play beliefs of African American mothers with preschool children[M].Early Childhood Research Quarterly,2006,(21):507-518.
[21]AIMEE G,NOVER D S W.Mother-infant interactive play:theory and practical application[J].Child and Adolescent Social Work Journal,1985,2(1):22-35.
[23]FJRTOFT I.Landscape as playscape:the effects of natural environments on children’s play and motor development[M].Children,Youth and Environments,2004,14(2):21-44.
[24]WHITEBREAD D.The importance of play.[EB/OL](2014-03-03)[2017-02-09]http://www.csap.cam.ac.uk/media/uploads/files/1/david-whitebread---importance-of-play-report.pdf
[25]杨丽珠,李灵,田中敏明.少子化时代幼儿家长教育观念的研究:中、日、韩跨文化比较[J].学前教育研究,1999(5):32-35.
[26][29]CONNELL S L,LAURICELLA A R,WARTELLA E.Parental co-use of media technology with their young children in the USA[J].Journal of Children and Media,2015,9(1):5-21.
[27]EYNON R,HELSPER E.Family dynamics and Internet use in Britain:what role do children play in adults’engagement with the Internet?[J].Communication&Society,2015,18(2):156-171.
[28]NIKKEN P,SCHOLS M.How and why parents guide the media use of young children[J].Journal of Child Family Studies,2015(24):3423-3435.
[30]韩振乾.韩国文化的基本特征[J].刊授党校,2008(10):40-43.
[31]郑媛媛.韩国文化的特点及其对中国的影响[J].吉林工程技术师范学院学报,2011,27(4):24-25.
[33]LIN Y C,YAWKEY,THOMA D.Parents’play beliefs and the relationship to children’s social competence[J].Education,2014,135(1):107-114.
[37]曹雁飞.学前教育文化适宜性反思:以多元文化主义批判为基础[J].北京社会科学,2017(1):13-21.
[38]ABDUL A N A.Children’s interaction with tablet applications:gestures and interface design[J].International Journal of Computer and Information Technology,2013,2(3):447-450.
[39]HEIDER K,JALONGO M R.Young children and families in the information age:applications of technology in early childhood education[M].New York:Springer,2015:156-158.
[40]KABALI H K,IRIGOYEN M M,NUNEZ D R,et al.Exposure and use of mobile media devices by young children[M].Pediatrics,2015,136(6):1044-1050.
[41]AGGER B,SHELTON B.Fast families,virtual children:a critical sociology of families and schooling[M].Boulder:Paradigm,2007:119.
[42]LEVIN D E.Technology play cthatoncerns[C]//FROMBERG D P,BERGEN D.Play frombirth to twelve:contexts,perspectives,and meanings.New York:Routledge,2015:225-232.
[43]SHAHEEN S.How child’s play impacts executive function-related behaviors[J].Applied Neuropsychology:Child,2014,3(3):182-187.
[44]陈奕桦,杨雅婷,文冬霞.数字化游戏学习环境下的学生心流体验探讨[J].电化教育研究,2016,37(8):40-46.