Professional Documents
Culture Documents
133
133
134
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100
Cheska, 1978
1994
20012006
2006
Sutton-Smith19741840-1950 (A
History of Childrens Play: The New Zealand Playground, 1840-1950) Chudacoff2007
Sutton-Smith1974
1840-1950
Chudacoff2007
2010 5
135
135
1945
1.
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3
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34 1945
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136
1999
1991
2002
1995
1945
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2010 5
137
137
34 1945
2004
38 1949
39 1950
15
50 1999199919981996
38
2000
42-49
1998
2010
138
1985
1996
9 29 5-6
1951
34
50
1999
1977
2-3
1995
1989
2010
50
8 1919 11 1922
2010 5
139
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1936/2003
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32 1943
6
26 1937
29 1940
19962007
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1996
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56
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140
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54 1965 58 1969
55 1966
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66 1977
1995
53 1964
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10
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2010 5
141
141
20081970
1970
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60 1971
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51 1962
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67 1978
142
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56
2010
50
2010 5
143
143
51
57
1980
1980 68 1979
2007
1980 1986
1990
80 1991
1960 76 1987
89 2000
20.45% 18.05% 11.85% 4.43%
2001
1999
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144
2000
76 1987
80 15.70 90 11.65
2008
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1995
82 1993 TVBS
2005
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2010 5
145
145
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83 1994410
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1998
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146
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83
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Smith Connoly1980
2010
2010 5
147
147
(2002200720062005)
Elkind2007/2007
1993
148
2-4
2010 5
149
149
playfulness
150
1995
50
2003
1936
2005
1989
1-24
1995
1985
1453-1517
2008
2009 12 1
http://win.dgbas.gov.tw/dgbas03/ca/yearbook/data/ch2/2-1&2.xls#a3
2008
2009 12 1
http://www.edu.tw/files/publication/B0013/index1.xls
2009
2009 12 1
http://www.stat.gov.tw/public/Attachment/9112616142471.xls
1991
2008
2009
2009
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1999
100
1974
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1999
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2010 5
151
151
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2006
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40 234-266
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2007
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1994
7116-24
1999
2000
Cheska, A. T. (1978). The Study of Play from Five Anthropological Perspectives. In M. A. Salter, Play:
Anthropological Perspectives (pp.17-35). NY: Leisure Press.
152
Christie, J. (1983). The effects of play tutoring on young childrens cognitive performance. Journal of
Educational Research, 76, 26-33.
Chudacoff, H. P. (2007). Children at Play: An American History. NY: New York University Press.
Elkind, D.2007
2007
Fein, G., & Rivkin, M. (1986). The young children at play:Rreviews of research
(vol.4).
2010 5
153
153
Tsai Chia-Yen
Teacher of ECCE in the Tatung Institute
of Commerce and Technology
Abstract
This study was to explore the different periods of social and ecological impacts of children's play in
Taiwan after WW. The research methods were included literature analysis and document analysis.
The findings were as follows.
1.
Childrens play materials, play location, playmates, and play time were affected by the growth of
economy, the change of lifestyle, the universalization of education in Taiwan after WW.
2.
3.
Play materials were from the natural environment readily obtained and produced by their own into
the commercialization and technology-based toys.
4.
In an agricultural society, play with the similar age group of peers, into industrial and commercial
society, small groups of brothers and sisters in the play, into scientific and technological society,
individual-based solitary play
5.
The obsession to make childrens play in different periods of time has been reduced.
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