{"title":"幼儿美学主题课程实施的协同行动研究","authors":"Yu-Ting Chen","doi":"10.17206/APJRECE.2017.11.2.1","DOIUrl":null,"url":null,"abstract":"Using collaborative action research, this study aimed to investigate the practice of implementing an aesthetic thematic curriculum in a preschool in Taiwan. The author served as a curriculum consultant and co-teacher with two early childhood teachers in a mixed-age preschool class. The participants were 22 young children aged 3 to 5. Data sources included classroom observations, interviews, teaching reflection notes, aesthetic ability assessment, and other documentation. The major findings are as follows. (1) Based on young children’s life experiences, the co-teachers applied a thematic approach to integrating the aesthetic domain and other learning domains in the aesthetic thematic curriculum, focusing on the topic of “Beautiful Restaurants.” (2) The young children’s aesthetic abilities were developed in terms of exploring and perceiving, performing and creating, and responding and appreciating. Moreover, there was a significant difference in the children’s aesthetic abilities. (3) The co-teachers promoted their professional development in aesthetic curriculum design and aesthetic teaching skills. Recommendations for early childhood aesthetic education and teacher education are discussed.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Collaborative Action Research on the Implementation of a Preschool Aesthetic Thematic Curriculum\",\"authors\":\"Yu-Ting Chen\",\"doi\":\"10.17206/APJRECE.2017.11.2.1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Using collaborative action research, this study aimed to investigate the practice of implementing an aesthetic thematic curriculum in a preschool in Taiwan. The author served as a curriculum consultant and co-teacher with two early childhood teachers in a mixed-age preschool class. The participants were 22 young children aged 3 to 5. Data sources included classroom observations, interviews, teaching reflection notes, aesthetic ability assessment, and other documentation. The major findings are as follows. (1) Based on young children’s life experiences, the co-teachers applied a thematic approach to integrating the aesthetic domain and other learning domains in the aesthetic thematic curriculum, focusing on the topic of “Beautiful Restaurants.” (2) The young children’s aesthetic abilities were developed in terms of exploring and perceiving, performing and creating, and responding and appreciating. Moreover, there was a significant difference in the children’s aesthetic abilities. (3) The co-teachers promoted their professional development in aesthetic curriculum design and aesthetic teaching skills. Recommendations for early childhood aesthetic education and teacher education are discussed.\",\"PeriodicalId\":37367,\"journal\":{\"name\":\"Asia-Pacific Journal of Research in Early Childhood Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2017-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Asia-Pacific Journal of Research in Early Childhood Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17206/APJRECE.2017.11.2.1\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia-Pacific Journal of Research in Early Childhood Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17206/APJRECE.2017.11.2.1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
Collaborative Action Research on the Implementation of a Preschool Aesthetic Thematic Curriculum
Using collaborative action research, this study aimed to investigate the practice of implementing an aesthetic thematic curriculum in a preschool in Taiwan. The author served as a curriculum consultant and co-teacher with two early childhood teachers in a mixed-age preschool class. The participants were 22 young children aged 3 to 5. Data sources included classroom observations, interviews, teaching reflection notes, aesthetic ability assessment, and other documentation. The major findings are as follows. (1) Based on young children’s life experiences, the co-teachers applied a thematic approach to integrating the aesthetic domain and other learning domains in the aesthetic thematic curriculum, focusing on the topic of “Beautiful Restaurants.” (2) The young children’s aesthetic abilities were developed in terms of exploring and perceiving, performing and creating, and responding and appreciating. Moreover, there was a significant difference in the children’s aesthetic abilities. (3) The co-teachers promoted their professional development in aesthetic curriculum design and aesthetic teaching skills. Recommendations for early childhood aesthetic education and teacher education are discussed.
期刊介绍:
The journal serves as a vehicle for reporting and sharing the results of studies by early childhood education in the Pacific area. It is peer reviewed to insure that only high quality manuscripts are accepted for publication. The journal is multi-disciplinary and serves educators and other professionals concerned with the education and care of young children. It focuses primarily on research activities in the Pacific Rim area, though research reports from other areas are not excluded. The journal includes research articles related to the education and care of children from birth to age 8 and to related topics. These include reports of empirical research, reviews of research, critiques of research, and articles related to the applications of research to practice.