Abstract
The purpose of this study is to explore a character recognition teaching experiment for kindergarten children. There were 29 kindergarten children who come from Hualien, Taiwan. We used the character recognition cards teaching method to collect the activity data. The concrete characters “Christmas Tree” was used as a pilot study and according to the activity results we rectify the activity procedure. In further study, we used the abstract character “pet”. Through two character recognition activities, we can make a conclusion that the majority of children’s recognition character types have the following process “picture–spelling–character”. Based on the results, this study serves as a springboard for further discussion and can offer suggestions and directions for both kindergarten teachers and advanced researchers.
| Keywords: | kindergarten children; character recognition teaching |
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