本研究目的主旨在探索學前學校環境中人、事、物對幼兒讀寫發展之影響。研究者之焦點在於探索幼兒與學前學校環境構成體間的互動。研究使用質性方法，藉由不介入的觀察、課室錄影及觀察筆記蒐集資料。以比較分析法探得端倪。以為期四星期之小型研究以記錄幼兒與學前學校環境互動狀況，希望探知學前學校環境規畫如何創造幼兒讀寫的企機。研究發現學前學校課室環境的規畫、教師的巧思引導規畫課室空間旳安排,均能影響幼兒讀寫發展與學習。研究結果顯示:課室中的教師與幼兒互動越多在讀寫活動中，則幼兒對讀寫之興趣越濃厚;鑑於此，課室中的教師扮演著學前學校環境中重要的一部分。這個發現更驗證:除了幼兒讀寫環境規畫、佈置、及充實學習教材之外，在學前學校環境中，引導幼兒的「人」實需創造多元的互動與聯結與應用的企機。 The primary interest of the researcher was to explore the impact of the physical environment on young literacy learners’ development. A qualitative design was used for this investigation. The primary focus of the researcher was to examine the interactions between the preschoolers and the components of the preschool physical setting. The researcher observed the people, the materials, as well as the physical setting in preschool classrooms. The purpose of the observations was to document the interactions occurred within the preschool physical environment and explore how literacy enhancing moment takes place within that setting. A small-scale naturalistic qualitative case study was designed and conducted in three preschool classrooms serving children ages 3 through 5 at a private preschool in U.S.A. Observations, videotaping, and field notes were employed to collect data throughout theses four weeks of research. The participating classrooms were sketched for the exploration of the impact of the physical setting on literacy opportunities. The people, classroom teachers and the children were observed for the discovery of the components within the classrooms devoting to young children’s literate abilities. The results indicated that the teachers who engaged in more literacy enhancing activities with the children created a greater interest in these activities. Maturation was another factor in literacy development. The older children displayed a greater proficiency despite a decreased interest in literacy enhancing activities. One factor that stood out from these observations was the children’s interest in literacy was affected greatly by the actions of the classroom teachers. The findings suggested that the teachers’ actions are influential in literacy development besides the physical environment alone. Although the environment does play an essential role, the preschool teachers must employ the contents to optimize literacy in children.
