兒童認知發展應用在幼兒教育環境設計語言建構之探討

Construction of Design Language for Preschool Educational Environment

學齡前幼兒教育被認為是最具重要性的教育階段，新興的幼兒教育教學法普遍重視兒童認知發展的觀念，為促進兒童在成長過程中有效開發其認知發展之潛能，幼兒教育環境設計能否配合認知發展理論而呈現其教學情境，極其重要。本研究經由兒童認知發展相關理論回顧而探討兒童認知發展歷程與發展項目，並依相關設計理論發展建構初步之設計語言架構計有6大分類、44項指標，而以德菲法之操作程序進行三階段之專家意見諮詢。諮詢結果呈現環境設計語言架構可分為6大分類、38項指標，設計語言內容涉及視覺、聽覺、認知地圖、時間、符號、階層集合、訊息交流、他中心發展、分類、個體記憶、整體記憶等兒童認知發展項目；可應用於園舍配置、建築造型、戶外空間、室內空間、植栽等各層面之規劃設計。本研究成果可協助目前各類幼兒教育園舍進行現行教學環境檢視或未來幼兒教育環境建構之參考。

Preschool education has been regarded as the most important stage of education. In general, new teaching methods of preschool education emphasize on promoting cognitive development. The theory of cognitive development attaches great importance to the environmental design of an educational setting. This research examined the process and content of children cognitive development through reviewing the related theories and constructed an initial framework of language for environmental design according to design theories. The framework consisting of 44 items grouped under six categories was evaluated by related experts in three phases using the Delphi method. After experts' assessment, the final framework comprised six categories with a total of 38 items involving vision, hearing, cognitive map, time, symbol, assemblage, communication of information, other-centered development, classification, individual memory and group memory. The design language developed can be applied to planning the site, architectural form, open space, interior setting and plant layout of children learning institutions. The proposed framework can serve as a useful evaluation tool of existing kindergartens and as reference for planning future pre-school educational environment.