中美幼儿园游戏空间的比较研究——以两所高校附属幼儿园的活动室为例
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摘要
空间是教育活动的重要构成性因素,蕴含着丰富的意义。针对幼儿园最基本的教育活动——游戏,在中国和美国两所大学的附属幼儿园采用观察法和视频刺激法收集资料进行分析和阐释,以探寻不同文化情境中的空间经验和空间实践。两所幼儿园的活动室都具有游戏空间和教育空间进行整合的趋向,都试图去普遍运用儿童尺度进行环境设计。同时它们在成人意图和儿童需要上存在着不同的契合度,中国的幼儿园在空间边界的渗透性水平上更低,儿童的身体定位更受局限,权力分布具有中心化的特点。在儿童教育的研究与实践领域,需要有更强的空间意识,不断探寻合理的时空资源配置,走向协商和对话的人际关系。
Space is an important constructive factor of education activity and contains great significance.Based on the most fundamental education activity of preschools—play, this research has explored the space experience and practice in different cultural contexts. Two affiliated preschools of a Chinese and American college were sampled and observed and Video-cued multivocal ethnography was adopted to help with data collection for analysis and illustration. It revealed that the two preschools tended to integrate play and education space with an attempt to generally apply Child-scaled view to environment design. However, they presented different degrees in integrating adult intention and children' s need, as well as great difference in the level of permeability of boundaries,body location of children and centralization level. In the field of children education research and practice, we need to have stronger space awareness, constantly explore reasonable space-time configuration, and develop into the interpersonal relationship of negotiation and dialog.
Space is an important constructive factor of education activity and contains great significance.Based on the most fundamental education activity of preschools—play, this research has explored the space experience and practice in different cultural contexts. Two affiliated preschools of a Chinese and American college were sampled and observed and Video-cued multivocal ethnography was adopted to help with data collection for analysis and illustration. It revealed that the two preschools tended to integrate play and education space with an attempt to generally apply Child-scaled view to environment design. However, they presented different degrees in integrating adult intention and children' s need, as well as great difference in the level of permeability of boundaries,body location of children and centralization level. In the field of children education research and practice, we need to have stronger space awareness, constantly explore reasonable space-time configuration, and develop into the interpersonal relationship of negotiation and dialog.
引文
[1][美]卡洛琳·爱德华兹,莱拉·甘地尼等.儿童的一百种语言[M].罗雅芬,连英式,金乃琪,译.南京:南京师范大学出版社,2006:172.
[2][美]约瑟夫·托宾等.重访三种文化中的幼儿园[M].朱家雄,薛烨,译.上海:华东师范大学出版社,2014:4.
[3]Carol Simon Weinstein,Thomas G.David.Spaces for Children[C].New York:Plenum,1987:163.
[4][16]Sarah L.Holloway.Children’s Geographies--Playing,Living,Learning[C].New York:Routledge,2000:40,44.
[5]Christopher Spencer,Mark Blades.Children and their Environments:Learning,Using,and Designing Space[C].New York:Cambridge Press,2006:94.
[6]柴彦威.关注人们生活质量的时间地理学[J].中国科学院院刊,2000(6):417.
[7][8]柴彦威等.时间地理学的基本概念与表示方法[J].经济地理,1997(3):55.
[9][美]卡洛琳·爱德华兹等.儿童的一百种语言(第3版)[M].尹坚勤,王坚红,沈尹婧,译.南京:南京师范大学出版社,2014:334.
[10]Pam Foley,Stephen Leverett.Children and Young People’s Spaces[M].New York:Palgrave Macmillan,2011:40.
[11]转引自Roy Kozlovisky.The Architectures of Childhood[M].Berlinton:Ashgate Publishing Company,2013:113.
[12]Staples,I.Ezra.Thee“Open-Space”Plan in Education[J].Educational Leadership,1971,28(5):458.
[13][14]刘焱等.提高师幼比是大势所趋[N].中国教育报,2014-07-21(1).
[15]詹姆斯.童年论[M].何芳译.上海:上海社会科学院出版社,2014:51.
(1)南京师范大学学前教育学专业硕士研究生董玲和张晓文参与了本研究的资料收集和团队研讨工作,对论文观点亦有所贡献,在此表示感谢。
(2)由于空间有限,星星园将幼儿园最典型的游戏活动——角色游戏放入了园里专设的功能室,活动室里则不设角色游戏区。功能室由各个年龄班轮流使用。4~5岁年龄班一周轮1~2次。
(1)人均占有面积以班级活动室总面积除以幼儿人数来计算,人均可用面积是以除去高柜、床等家具占用面积的活动室面积除以幼儿人数来计算。
[2][美]约瑟夫·托宾等.重访三种文化中的幼儿园[M].朱家雄,薛烨,译.上海:华东师范大学出版社,2014:4.
[3]Carol Simon Weinstein,Thomas G.David.Spaces for Children[C].New York:Plenum,1987:163.
[4][16]Sarah L.Holloway.Children’s Geographies--Playing,Living,Learning[C].New York:Routledge,2000:40,44.
[5]Christopher Spencer,Mark Blades.Children and their Environments:Learning,Using,and Designing Space[C].New York:Cambridge Press,2006:94.
[6]柴彦威.关注人们生活质量的时间地理学[J].中国科学院院刊,2000(6):417.
[7][8]柴彦威等.时间地理学的基本概念与表示方法[J].经济地理,1997(3):55.
[9][美]卡洛琳·爱德华兹等.儿童的一百种语言(第3版)[M].尹坚勤,王坚红,沈尹婧,译.南京:南京师范大学出版社,2014:334.
[10]Pam Foley,Stephen Leverett.Children and Young People’s Spaces[M].New York:Palgrave Macmillan,2011:40.
[11]转引自Roy Kozlovisky.The Architectures of Childhood[M].Berlinton:Ashgate Publishing Company,2013:113.
[12]Staples,I.Ezra.Thee“Open-Space”Plan in Education[J].Educational Leadership,1971,28(5):458.
[13][14]刘焱等.提高师幼比是大势所趋[N].中国教育报,2014-07-21(1).
[15]詹姆斯.童年论[M].何芳译.上海:上海社会科学院出版社,2014:51.
(1)南京师范大学学前教育学专业硕士研究生董玲和张晓文参与了本研究的资料收集和团队研讨工作,对论文观点亦有所贡献,在此表示感谢。
(2)由于空间有限,星星园将幼儿园最典型的游戏活动——角色游戏放入了园里专设的功能室,活动室里则不设角色游戏区。功能室由各个年龄班轮流使用。4~5岁年龄班一周轮1~2次。
(1)人均占有面积以班级活动室总面积除以幼儿人数来计算,人均可用面积是以除去高柜、床等家具占用面积的活动室面积除以幼儿人数来计算。