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教育学作业写作 I have done a placement in a kindergarten school whereby the project I was engaged in, we used to make dolls with children.
Project
Background information
I have done a placement in a kindergarten school whereby the project I was engaged in, we used to make dolls with children. In this project I found that few girls were interested in dolls. The boys chose to work on super heroes instead of dolls. Before taking on this project, I had read about projects that involved dolls and super heroes in educating children. The work of Butler and Kratz has been a good motivation. Superheroes are often observed as courageous, and powerful. Using superheroes in class help the children develop and want to become as super heroes. Dolls on the other hand are appropriate for girls because they help express their emotions as well as learning their identity (Butler & Kratz, n.d). 教育学作业写作
译文：
项目 教育学作业写作
背景资料
我在一所幼儿园做过实习，我参与的项目，我们曾经和孩子们一起制作洋娃娃。 在这个项目中，我发现很少有女孩对洋娃娃感兴趣。 男孩们选择制作超级英雄而不是玩偶。 在开始这个项目之前，我读过一些关于娃娃和超级英雄教育儿童的项目。 巴特勒和克拉茨的工作一直是一个很好的动力。 超级英雄通常被认为是勇敢而强大的。 在课堂上使用超级英雄帮助孩子们发展并希望成为超级英雄。 另一方面，娃娃适合女孩，因为它们有助于表达情感并了解自己的身份（巴特勒和克拉茨，日期不详）。
Observation (25/4/2014)
During my placement at 10.00, I noticed a girl known as Maria who did not want to join others during the morning tea. She was left behind trying drawing images of human beings. She used to make human beings using ply dough that was placed on the table. It was interesting to see Maria make the draw and make the images of human being. Mary her friend joined Maria and started making dolls together. I also became interested in joining the girls and help them make dolls. 教育学作业写作
I bought my dolls that had made to demonstrate how they are made to the girls. I gathered materials that the girls would use in making the dolls. The materials t be used included wooden rectangular pieces for the body, pieces of different fabrics for clothing, googly eyes, different colored fluffy fur balls for hair, glue stick to stick parts, nails or popsicle sticks for arms and legs. After sharing ideas about dolls and superheroes, I had a class and we began the project by painting dolls and superheroes. The project included girls and boys. Girls made the dolls and the boys made super heroes (Sealey, 2001).
译文：
观察 (25/4/2014) 教育学作业写作
在我 10.00 的安置期间，我注意到一个名叫 Maria 的女孩不想在早茶期间加入其他人。她在尝试绘制人类图像时被抛在后面。她曾经用放在桌子上的面团制作人类。看到玛丽亚画画并制作人类的图像很有趣。玛丽她的朋友加入了玛丽亚，开始一起制作娃娃。我也开始有兴趣加入女孩们并帮助她们制作娃娃。
我买了我的娃娃，这些娃娃是为了向女孩们展示它们是如何制作的。我收集了女孩们用来制作娃娃的材料。使用的材料包括用于身体的木制矩形块，用于衣服的不同织物的碎片，粘糊糊的眼睛，用于头发的不同颜色的蓬松毛球，用于粘贴零件的胶水，用于手臂和腿的指甲或冰棒棍。在分享了关于玩偶和超级英雄的想法后，我开了一堂课，我们通过画玩偶和超级英雄开始了这个项目。该项目包括女孩和男孩。女孩们制作了洋娃娃，男孩们制作了超级英雄（Sealey，2001）。
Observation 2 (25/4/2014)
During break time at 11.30, I noticed that Maria was not among other children who were playing in the field. I took interest in knowing where she could be. When I went to class looked through the window and noticed that the girl was drawing images of dolls. She was using different crayons to color the dolls. She seemed happy about what she was doing. She was focused so much on painting.
Anecdotal
- As a little girl I lived in Africa and toys did not exist. Children used to make them and would make up games to play with little or no items. Children were encouraged to use their imagination and minimize wastage by re-using whatever they could in order to save for their families. In my family we had a huge farm that was two hours walk from our house. We grew all kinds of vegetables and once a week, we would visit the farm and see how they were growing. We collected whatever was ready for us to eat. The corn cobs were usually ready and when all of us ate the corn, mum would wash the cobs and leave them out in the sun to dry. My twin sister and I would use the corn cobs to make our dolls and mum sewed dresses for them. 教育学作业写作
However, the western corn cobs differ from Africa’s corn cobs due to geographical reason. It is difficult to make doll’s hair using the hairy bit of the corn cobs. That is why I had to find other materials to make hair like strings and a fur ball. After thus show and tell, I thought that this would be a great opportunity for the class to create to make what they were interested in doing. Before offering them a chance to make dolls and superheroes, they already had their suggestions. One child asked, do we have to eat corns if we want to make superheroes? I replied no and I had planned something a little bit different, because getting a lot of corn cobs will be a bit tricky for me.
译文：
观察 2 (25/4/2014) 教育学作业写作
在 11.30 的休息时间，我注意到玛丽亚不在场上玩耍的其他孩子中。我很想知道她会在哪里。当我去上课时，透过窗户看到那个女孩正在画洋娃娃。她用不同的蜡笔给娃娃上色。她似乎对自己的所作所为很高兴。她非常专注于绘画。
轶事
作为一个小女孩，我住在非洲，玩具不存在。孩子们过去常常制作它们，并且会制作游戏来玩很少或没有物品。鼓励孩子们发挥他们的想象力，通过重复使用他们所能做的一切来最大程度地减少浪费，以便为家人储蓄。在我家，我们有一个巨大的农场，距离我们家有两个小时的步行路程。我们种了各种各样的蔬菜，每周一次，我们会参观农场，看看它们是如何种植的。我们收集了任何准备好让我们吃的东西。玉米棒子通常已经准备好了，当我们所有人都吃完玉米时，妈妈会把玉米棒子洗干净，放在阳光下晒干。我和我的双胞胎妹妹会用玉米棒做我们的娃娃，妈妈为他们缝制衣服。
然而，由于地理原因，西部玉米芯与非洲玉米芯不同。用玉米棒子的毛来做娃娃的头发是很困难的。这就是为什么我必须找到其他材料来制作像绳子和毛球一样的头发。经过这样的展示和讲述，我认为这将是一个很好的机会让班级创造他们感兴趣的事情。在给他们机会制作娃娃和超级英雄之前，他们已经有了自己的建议。一个孩子问，如果我们想制作超级英雄，我们必须吃玉米吗？我回答不，我已经计划了一些不同的东西，因为得到很多玉米棒对我来说有点棘手。
2.I tell the children about the story of the lonely doll.
There was a lonely doll known as Edith and she lived by herself until she got a company of two dolls….. The children asked what was the name of the other two dolls? One teddy bear was known as Mr. Bear and the other one little bear.
One day Mr. Bear decided to go for a walk leaving the others alone in the house. When he came back, the two dolls had searched for clothing in the closet and were full of makeup. In the dressing mirror the two dolls had written using lip stick that Mr. Bear is a silly old thing. Mr. bear was furious and punished the two dolls and told Edith that he will take little bear and leave her alone. Edith was worried until Mr. Bear assured her that they will never leave her alone. 教育学作业写作
3.During class time, I share a story about how my parents used to give us dolls as gifts during Christmas or every time my sister and I did well in school. my parents were proud of us and brought us colorful dolls. I loved to plait the hair on the dolls and also carry the doll on my back. Children in my class were happy and said they also receive dolls from their parents as gifts.
4.I have an interactive session with the children and ask them to describe the colors the love for painting their dolls.
Some students said that they love blue, others pink, maroon, white, brown and mixture of these colors. I told them the meaning of each color and was curious to know about them. I told them white represent peace, blue is cool, and told them to go ask their parents about the meaning of others
5.I noticed that boys were not so happy about dolls and asked them to state reasons why they wanted to paint super heroes. They said they watch cartoon on super heroes and want to become strong as these heroes. . I told them of a story I heard about a superman who had two sisters. The sisters were harassed by men because they were the most beautiful. The girls reported to superman, and one evening he hid on the roadside and caught the boys who harassed the sisters. He beat them up and since then they never talked to the girls again. 教育学作业写作
6.Superheroes also are mysterious and can fly high for escape. Children asked by they escape and they are strong? I answered by telling them that everybody loves his or her life. Whenever there is danger, it is better to protect yourself despite being a superman. Once the superman escape, he will come with new tactics to save his life and those of others.
译文：
2.我给孩子们讲孤独娃娃的故事。
有一个名叫伊迪丝的孤独娃娃，她一个人住，直到她得到了两个娃娃的陪伴……孩子们问另外两个娃娃叫什么名字？一只泰迪熊被称为熊先生，另一只被称为小熊。
有一天，熊先生决定出去散散步，让其他人一个人待在家里。他回来的时候，两个娃娃已经在衣柜里找衣服了，满脸的妆。在梳妆镜里，两个洋娃娃用口红写着熊先生是个傻老头。熊先生大怒，惩罚了两个娃娃，并告诉伊迪丝他会带走小熊，让她一个人呆着。伊迪丝很担心，直到熊先生向她保证他们永远不会让她一个人呆着。
3.在上课的时候，我分享了一个故事，关于我父母在圣诞节或每次我和姐姐在学校表现良好时都会送我们洋娃娃作为礼物的故事。我的父母为我们感到骄傲，并给我们带来了五颜六色的娃娃。我喜欢把头发编在娃娃上，也喜欢把娃娃背在背上。我班的孩子们很高兴，并说他们还收到了父母送的洋娃娃作为礼物。
4.我和孩子们有一个互动环节，让他们描述他们喜欢画娃娃的颜色。
一些学生说他们喜欢蓝色，其他人喜欢粉红色、栗色、白色、棕色和这些颜色的混合。我告诉他们每种颜色的含义，并很想知道它们。我告诉他们白色代表和平，蓝色很酷，并告诉他们去问问他们的父母其他人的意思
5.我注意到男孩们对玩偶不太满意，并要求他们说明为什么要画超级英雄的原因。他们说他们看超级英雄的卡通片，想像这些英雄一样变强。 .我给他们讲了一个我听到的关于一个有两个姐妹的超人的故事。姐妹们被男人骚扰，因为她们是最漂亮的。女孩们向超人报告，一天晚上他躲在路边，抓住了骚扰姐妹们的男孩。他殴打他们，从那以后他们再也没有和女孩说话。
6.超级英雄也很神秘，可以飞得高逃。孩子们问他们逃跑了，他们坚强吗？我的回答是告诉他们每个人都热爱自己的生活。遇到危险时，虽然是超人，但还是要保护好自己。一旦超人逃脱，他将采取新的策略来拯救他和其他人的生命。
Learning story
Ever since we started the painting class, Maria has showed a lot of interest in making dolls and drawing. Looking at her book, she has drawn so many images about the dolls she is interested in making. In her drawings, she uses different colors for painting the dolls. This is quite good for her and it shows that we are all unique in our learning. Having passion is the key to doing what we love best. 教育学作业写作
Time sample
In the morning during the 10 o’clock tea, Maria was not among other students who were taking tea. I realized she was in class painting her drawings. She was also playing with the dolls she had made in class. During the break time at 11 a.m. Maria was still not among the children who were playing in the field. She was in class drawing more images. This time, she was drawing images and naming them. one her name, the other her mum and sister. Most of the time during tea and break time, Maria is always in the class working on her paintings.
译文：
学习故事
自从我们开始绘画课以来，玛丽亚就对制作娃娃和绘画表现出了浓厚的兴趣。 看着她的书，她画了很多关于她感兴趣的娃娃的图片。 在她的画中，她用不同的颜色来画娃娃。 这对她来说非常好，这表明我们在学习上都是独一无二的。 拥有激情是做我们最喜欢的事情的关键。
时间样本
早上10点喝茶的时候，玛丽亚不在其他喝茶的学生中。 我意识到她正在课堂上画她的画。 她还在玩她在课堂上制作的洋娃娃。 在上午 11 点的休息时间，玛丽亚仍然不在场上玩耍的孩子们之中。 她在课堂上画了更多的图像。 这一次，她正在绘制图像并命名它们。 一个是她的名字，另一个是她的妈妈和姐姐。 在茶歇时间的大部分时间里，玛丽亚总是在课堂上创作她的画作。
Preliminary Planning and Selection of the Project
In this group involved in the painting project, I noticed a girl who was quite interested in making dolls. The child always carried dolls in her bag. The child knew how to draw but did not know how to make the dolls. She needed help in making the dolls. The child loved to play with dolls and she did not seem happy playing with other children. She was curious in learning about making the dolls, and when I talked to her, she was happy about it. What made me wonder is why she did not want to play with other children. Every Friday we started watching videos on how to make dolls (Ferrari, 2001).
My aim is to make the children aware about tools used to make the dolls and what is expected in the project. The group consisted of young children and others would not express themselves verbally. Therefore the use of videos and pictures would help them follow the actions taking place in the videos.
译文：
项目的初步规划和选择 教育学作业写作
在这个参与绘画项目的小组中，我注意到一个女孩对制作娃娃很感兴趣。 孩子总是把洋娃娃放在她的包里。 孩子会画画，但不会做洋娃娃。 她需要帮助来制作娃娃。 孩子喜欢玩洋娃娃，她似乎不喜欢和其他孩子一起玩。 她对学习制作娃娃很好奇，当我和她交谈时，她很高兴。 让我疑惑的是她为什么不想和其他孩子一起玩。 每个星期五，我们开始观看有关如何制作娃娃的视频（法拉利，2001 年）。
我的目标是让孩子们了解用于制作娃娃的工具以及项目中的预期内容。 该小组由年幼的孩子组成，其他人不会口头表达自己。 因此，视频和图片的使用将帮助他们了解视频中发生的动作。
Excerpt from the field journal
02/01: when I began working on this project, I realized the way I could make my work easier. The children have diverse interests and in that there are those who wanted to make dolls and others superheroes. I thought the best way to facilitate this project is to provide tools for making the dolls and superheroes. The children express themselves in different languages and I try as much as possible to fit in their situations. I make sure the tools are available and no child is disappointed for lack of materials.
译文：
摘自田野杂志 教育学作业写作
02/01：当我开始从事这个项目时，我意识到我可以让我的工作更轻松。 孩子们有不同的兴趣，其中有些人想制作娃娃和其他超级英雄。 我认为促进这个项目的最好方法是提供制作玩偶和超级英雄的工具。 孩子们用不同的语言表达自己，我尽量适应他们的情况。 我确保工具可用，没有孩子因缺乏材料而失望。
Phase 1: Beginning the dolls and superheroes project
To develop a topic doll in this project I first observed a number of children express interest in dolls and superheroes. This is when an idea came into my mind. I thought of bringing some dolls that I had made out of corn cobs for and tell. The next day is presented the artifacts to the children and they were intrigued at the sight of dolls. They had many questions to ask. They were interested in knowing more about the dolls. What are their names? Did you make it by yourself? What did you use? Can we make it too? Tom asked me, could I make a superhero guy instead of a doll? And I told him he could make whatever he wanted. This could be made better by displaying the dolls to them.
In answering the questions asked by the children I decided to share with them a story of how I started making dolls. I made them know that I made the dolls as a representation for my childhood
译文：
第一阶段：开始玩偶和超级英雄项目 教育学作业写作
为了在这个项目中开发一个主题娃娃，我首先观察到一些孩子对娃娃和超级英雄表现出兴趣。 这时一个想法出现在我的脑海中。 我想带一些我用玉米棒子做的娃娃来告诉我。 第二天向孩子们展示了文物，他们对洋娃娃的景象很感兴趣。 他们有很多问题要问。 他们有兴趣了解更多关于娃娃的信息。 他们的名字是什么？ 你自己做的吗？ 你用的是什么？ 我们也能做到吗？ 汤姆问我，我可以做一个超级英雄来代替玩偶吗？ 我告诉他他可以做任何他想做的事。 这可以通过向他们展示娃娃来做得更好。
在回答孩子们提出的问题时，我决定与他们分享我如何开始制作娃娃的故事。 我让他们知道我制作娃娃是为了代表我的童年
Excerpt from field
02/03: when we make dolls and super heroes, I ensure that every child has the right materials. We start the work together and go step by step. I ensure that not a single child is left behind. I make them choose the colors they want for the dresses. Some children use one color while others blend different colors. Maria is a girl who prefers using different colors for the dresses of the dolls. I usually draw the image for each child. Out of the image, they can create the dolls by combining the materials available. However, at times I allow children to draw their own images.
Phase 2: Researching on other doll making projects
译文：
现场摘录
02/03：当我们制作娃娃和超级英雄时，我确保每个孩子都有合适的材料。 我们一起开始工作，一步一步来。 我确保没有一个孩子掉队。 我让他们选择他们想要的衣服颜色。 一些孩子使用一种颜色，而另一些孩子则混合不同的颜色。 玛丽亚是一个喜欢为娃娃的衣服使用不同颜色的女孩。 我通常为每个孩子绘制图像。 在图像之外，他们可以通过组合可用的材料来制作娃娃。 然而，有时我允许孩子们画自己的图像。
第 2 阶段：研究其他玩偶制作项目
Field work: Visiting a doll’s house
On Fridays we used to visit places where we could learn more about dolls. This day the children would have a day out and meet with other people make dolls. They were so happy about this, and I knew my children were passionate about dolls. We visited a doll shops in America and children had fun seeing the many dolls out there.
Excerpt from the field journal
02/04:.a field day with the little children is quite a good experience. It requires one to act as the children do. Without stopping low to their level, the trip cannot be enjoyable. I believe colorful objects are what attract the children. The shop had varieties of these colorful dolls. For Anna, seeing the variety dolls in different sizes, color and funny clothing is what catches her eyes. She loves holding the dolls on her hands and even carrying them from her back.
Representations
In the group, I asked Maria who is four years old to make a doll that represents her image. I mentioned that it would be interesting to know how we look like by creating a doll that looks like us. Maria was exited to hear this idea. So I drew a picture of her and gave her to make a doll using the image. She was excited to see how beautiful I drew her image and was looking forward to make a beautiful doll. After she did hers, every other child was eager to make a doll with their own image (Beebe, 2000). 教育学作业写作
Excerpt from the field journal
02/05: this was a good sensory experience for Jane. She loves the doll and was happy how it came out well. She said, “I love me” I am going to show it to my mum and make her a doll from her image. I believed that engaging the children in activities of representations would have a positive impact on them. This would make them attached to the project and their own work. It was an opportunity for them to practice the skills they learnt from the project.
译文：
实地考察：参观娃娃屋
在星期五，我们过去常常去可以了解更多关于娃娃的地方。这一天孩子们会出去玩一天，与其他人见面制作娃娃。他们对此非常高兴，我知道我的孩子们对玩偶充满热情。我们参观了美国的一家娃娃店，孩子们看到外面的许多娃娃玩得很开心。
摘自田野杂志
02/04:.带小孩子的野外活动日是很好的体验。它需要一个人像孩子一样行动。如果不停留在他们的水平，旅行就不会愉快。我相信五颜六色的物体是吸引孩子们的原因。这家商店有各种各样的彩色娃娃。对于安娜来说，看到不同大小、颜色和有趣的服装的各种玩偶是吸引她的眼球。她喜欢把娃娃拿在手上，甚至从背上背起来。
陈述
在小组中，我让四岁的玛丽亚制作了一个代表她形象的娃娃。我提到通过创造一个看起来像我们的娃娃来了解我们的样子会很有趣。听到这个想法，玛丽亚很不爽。所以我画了一张她的照片，并让她用这张照片制作一个洋娃娃。她很高兴看到我画她的形象有多漂亮，并期待着制作一个漂亮的娃娃。在她做了她的之后，每个其他孩子都渴望制作一个带有自己形象的娃娃（Beebe，2000）。
摘自田野杂志
02/05：这对简来说是一次很好的感官体验。她喜欢这个娃娃，很高兴它的结果很好。她说，“我爱我”，我要把它拿给我妈妈看，用她的形象给她做一个洋娃娃。我相信让孩子们参与代表活动会对他们产生积极的影响。这将使他们依附于项目和他们自己的工作。这是他们练习从项目中学到的技能的机会。
Other representational experiences: Sketches and drawings
Since I use to draw sketches for each child, it was their turn to make sketches about the images they wanted to make. John wanted so much to sketch on a superhero. He was waiting for this moment where he could showcase his talent.
Excerpt from the field journal
02/06: It was evident that John was talented in drawing. He made a perfect sketch of his dream super hero. He looked at his sketch with a smile and said, teacher I want to become a superhero like this. This was exciting and a good experience for me and John, who is five years old.
译文：
其他代表性经验：草图和绘图 教育学作业写作
因为我过去常常为每个孩子画草图，所以轮到他们为他们想要制作的图像制作草图。 约翰非常想为超级英雄素描。 他在等待这一刻，他可以展示自己的才华。
摘自田野杂志
02/06：很明显约翰在绘画方面很有天赋。 他完美地描绘了他梦想中的超级英雄。 他笑着看着自己的素描说，老师，我要成为这样的超级英雄。 这对我和五岁的约翰来说是令人兴奋和美好的经历。
Phase 3: Endings and beginnings
The project was quite interesting and I had a good experience with the children. I would wish that the project would not end but my placement was over. It was a short time placement but I will be visiting the children once in a while. The children were also grown and wanted to learn other new things. They began to get interested in role plays using the dolls they had already made. There was so much learnt about the dolls and it was time to move to other things.
译文：
第三阶段：结束和开始 教育学作业写作
这个项目很有趣，我和孩子们有很好的经历。 我希望项目不会结束，但我的安置已经结束。 这是一个很短的时间安置，但我会不时拜访孩子们。 孩子们也长大了，想要学习其他新事物。 他们开始对使用他们已经制作的娃娃进行角色扮演产生兴趣。 关于娃娃的知识太多了，是时候转向其他事物了。
Excerpt from the field journal
02/07: it was time to face off this project. I offered the children with magazines with collection of dolls. They may keep the magazines as a remembrance of what they learnt as young children. The magazine seems colorful and with variety of images. Children loved them and it was my gift for them. Finally, we planned for a party to be held in school where all parents were invited. It was time to end the project. I sent every child with a note to their parents to ask them join us on a Friday evening to celebrate the success of the project.
译文：
摘自田野杂志
02/07：是时候面对这个项目了。 我给孩子们提供杂志，里面有洋娃娃收藏。 他们可能会保留这些杂志，以纪念他们小时候学到的东西。 这本杂志看起来色彩丰富，图片种类繁多。 孩子们喜欢他们，这是我送给他们的礼物。 最后，我们计划在学校举办一个聚会，邀请所有家长参加。 是时候结束这个项目了。 我给每个孩子都寄了一张便条给他们的父母，请他们在周五晚上加入我们，庆祝项目的成功。
Reflection on the doll painting project
This project was my best experience in my career. If I would be asked, I would want to teach the small kids again and again. Working with these children was quite enjoyable as I watched them develop talents and working on them. They also developed emotionally and would know what they wanted. Walking them through their talents and passion was the best achievement for me. I was able to learn their favorites and also had an opportunity to explore about dolls and superheroes. 教育学作业写作
We watched videos together and went to the field where I was able to learn their reactions. Maria was finally able to work and play with other children. I learnt that she grew in a neighborhood that had no children. Children have learnt about teamwork and ways of expressing themselves. They learnt how to interact with each other and ask for forgiveness whenever they wronged each other. The children were concerned about the corn cobs and they tried making dolls out of them.
译文：
对娃娃画项目的思考
这个项目是我职业生涯中最好的经历。如果有人问我，我会想一次又一次地教小孩子。与这些孩子一起工作非常愉快，因为我看着他们发展才能并为他们工作。他们在情感上也得到了发展，并且知道自己想要什么。让他们了解他们的才能和热情对我来说是最好的成就。我能够了解他们的最爱，也有机会探索玩偶和超级英雄。
我们一起观看了视频，然后去了我能够了解他们反应的领域。玛丽亚终于能够和其他孩子一起工作和玩耍了。我了解到她在一个没有孩子的社区长大。孩子们已经学会了团队合作和表达自己的方式。他们学会了如何与对方互动，并在互相伤害时请求原谅。孩子们很担心玉米棒子，他们试着用玉米棒子做洋娃娃。
References 教育学作业写作
Beebe, K. (2000). Kindergaten Activities. New York. John Wiley & Sons.
Butler, S. & Kratz, D. (n.d). From Superhero to Real-Life Hero: Encouraging Healthy Play.
Retrieved April 16, 2014 from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=567
Ferrari, V. (2001). Baby Dolls and Their Clothes: Dozens of Projects to Make (Pastimes). New
York: Martingale and Company
Sealey, M. (2001). Kinder Dolls: A Waldorf Doll-Making Handbook. New York: Hawthorn
Press
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