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Effects of toys promote the play behavior of children with sabilities—Take two inclusive education class as examples.
toys;young children with disabilities;social play behavior;cognitive play behavior
|Issue Date: ||2011-05-23 16:34:58 (UTC+8)|
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 that 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. Subjects’ 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 games 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.
|Appears in Collections:||[兒童與家庭服務系(所)] 博碩士論文|
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