2-3歲幼兒在自由音樂遊戲中之音樂行為與同儕互動之探究

A Study of 2-3 Years Old Children's Music Behavior and Peer Interaction at Free Music Play

本研究以觀察法探究2-3歲幼兒在自由音樂遊戲之音樂行為與同儕互動。研究發現幼兒透過自由探索發展出的樂器敲奏行為，除了敲奏穩定的基本拍之外，其敲奏的拍數常出現某固定的拍數或倍數，此為幼兒發展拍號的雛形。在樂器敲奏中可以穩定的敲奏四分音符和二分音符組合之節奏。歌唱除了唱學過的歌之外，還會編唱旋律和歌詞。在律動中會運用樂器當作道具發展出豐富的肢體動作，且律動的步伐與樂器敲奏自然結合成為敲奏的基本拍。至於，同儕互動則以樂器的使用權為互動主軸，從中產生搶奪、尋求協助、口語溝通、樂器分享和協同遊玩等互動模式。當幼兒搶奪或索討對方的樂器時，就會產生防衛而中斷音樂行為。當幼兒能分享樂器和協同遊玩時，就會逐漸發展出合奏的雛形。最後，探討幼兒在自由音樂遊戲所發展的音樂行為和同儕互動在音樂教育中之意義，以及教師應有的立場。

Based on the method of observation, this study attempted to investigate 2-3 years old children music behavior and peer interaction at free music play. The findings reveal that 2-3 years old children can play the stable beats, and the beats frequently appear in certain number or a multiple of it. This could be young children's natural sense of meter. Besides, 2-3 years old children can improvise the rhythm consisting of half and quarter notes. When young children sing at free music play, in addition to sing learned songs, young children also sing spontaneous songs, in which the verses and melodies are improvised. In body movements, children use the instruments as props to create rich physical expression, and the stepping movement naturally corresponding with instrumental playing becomes the basic pulse of rhythm. Furthermore, children combined singing, instrumental playing and body movement to create three parts of rhythm. On the other hand, children's peer interaction pivots on the using right of instruments, from which the interaction modes of grabbing instruments, seeking others' assistance, verbal communication, sharing instruments, and collaboration are developed. When children grab others' instruments, the behavior of defense will occur and interrupt music behavior. When children share instruments or collaborate with others, they will develop a rudimental form of ensemble. Therefore, peer interaction and music behavior are mutually influenced. Finally, the meaning of music behavior and peer interaction at free music play are discussed as well as early childhood educator' appropriate standpoint in music education.