自由遊戲在德國幼稚園課程中的角色

始於福祿貝爾時代，遊戲便嵌入幼兒教育中。此研究探討德國幼稚園自由遊戲的安排，以及它在幼教課程中的角色。作者使用參與觀察的方法來檢視二間幼稚園的自由遊戲，而學校是根據一些既定的條件來擇選，《幼兒學習環境評量表》修訂版用來輔助觀察，並提供更多關於學校的資料，另外訪談四位教師對於自由遊戲的看法。結果顯示學校的實體環境支持兒童遊戲，學校安排大部份的課程時間給予自由遊戲，並且將它安排優先於一切活動，而教師更視自由遊戲等同於學習，可見自由遊戲在德國的幼稚園有極其重要的地位。
Play has been integrated into early childhood education since Froebel’s time. This study investigates German kindergarten children’s free play arrangement and its role in the early curriculum. A participant observation was conducted for 20 days to examine children’s free play in two kindergartens which were selected according to some preset criteria. Four teachers were interviewed to tap their conceptions and understanding of play. “The Early Childhood Environment Scale-Revised” was used to aid the observation and provide more information about the settings. Results indicate that the physical environment of the kindergartens support children’s play. In addition, free play took up most of the time of kindergarten program, and it was arranged before every event. Play was regarded as learning by teachers. Free play has a vital role in German kindergarten curriculum. Copyright © 2011 香港教育學院.