增進幼兒創造力之團隊互動遊具設計研究

A Study on Designing Team Play Toy to Improve Children's Creativity

鄭霈絨(Pei-Jung Cheng)；蔡念真(Nian-Jhen Cai)

同儕遊戲 ； 幼兒同儕互動 ； 創造力 ； 積木 ； Peer Play ； Children's Peer Interaction ； Creativity ； Building Block

設計學報

25卷3期（2020 / 09 / 01）

1 - 24

繁體中文

本研究的目的在探究幼兒團體採用「原始遊具」與「新式遊具」原型進行創作時，對於幼兒創造力的影響是否有差異，且分析「新式遊具」是否確實能夠提升幼兒團體對於增進幼兒創造力具有正向影響的同儕互動行為。因此，本研究先進行相關文獻探討，並分析市面上幼兒益智遊具的類別與特性，探討團體遊戲對於幼兒創造力的影響，並以徳菲法調查幼教專家的意見，篩選在幼兒同儕遊戲中可能影響幼兒創造力之互動行為，作為設計「新式遊具」原型的參考依據。完成「新式遊具」原型後，以5－6歲幼兒為主要研究對象，分別進行採用「原始遊具」之幼兒團體創作任務與採用「新式遊具」原型之幼兒團體創作任務，最後進行創作過程的互動行為分析與創作成果的專家共識評量。研究結果發現：（1）幼教專家認為在『幼兒同儕遊戲互動評定量表』中有10項互動行為對於幼兒創造力有影響；（2）採用「新式遊具」原型的幼兒團體在創作過程中僅出現對於幼兒創造力有正面影響的互動行為，而採用「原始遊具」的幼兒團體在創作過程中則同時出現對於創造力有正面影響與負面影響的互動行為；（3）採用「新式遊具」原型進行創作的幼兒團體組別，其創作成果的創造力評量結果多優於採用「原始遊具」的幼兒團體創作成果；（4）無論幼兒團體採用「新式遊具」原型或「原始遊具」，其在創作過程中溝通想法與分享主意的時間多寡，會影響他們組合積木的創意與作品的完整性。

The purpose of this study is to explore whether the effects of the ＂original blocks＂ and ＂new blocks＂ prototypes on the preschool children's creativity are different, and whether the ＂new blocks＂ can raise the peer interactive behaviors which have positive influence on increasing the preschool children's creativity. Therefore, this study first analyzed the types and characteristics of children's educational toys on the market, and used Delphi survey on preschool education experts to investigate the interactive behaviors in the children's peer play which may affect preschool children's creativity. The results served as a reference for designing prototype of ＂new-block＂. The children of 5-6 years old were taken as the research subjects, and the group-creating tasks of the preschool children using the ＂original blocks＂ and the ＂new block＂ prototypes were carried out. Finally, the peer interactive behaviors in the creative process and the expert consensus assessment of the creating results were analyzed. The research found that: (1) Preschool education experts believe that there are 10 interactive behaviors in the ＂Peer Interactive Play Rating Scales＂ that have an impact on children's creativity; (2) The preschool children group adopting the ＂new block＂ prototype only appeared the interactive behavior that have positive effects on children's creativity, while the preschool children group using the ＂original block＂ appeared the interactive behaviors both have positive and negative effects on children's creativity; (3) The preschool children groups using the prototype of ＂new blocks＂ to create works have more creative evaluation results than those of children groups that use ＂original blocks＂; (4) Whether preschool children groups adopt prototype of ＂new blocks＂ or ＂original blocks＂, the amount of time they spend in communicating and sharing ideas during the process will affect their creativity and the completeness of their works.

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