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Abstract The purpose of this study is to explore the problems and relevant issues about children’s learning in the classroom’s learning corners . Through multiple methodologies, this study attempts to clarify certain questions about corner learning. The analytical case in this study is one class (Leaf class, pseudonym )with mix-age arrangement in one preschool(Orange, pseudonym ). The analytical data in this study includes participation observation to six children, interview with children, two teachers and a principal, document analysis and questionnaire survey from parents. The data collecting starts from January 31 to July 31, 2001. The finding in this study includes : (1) Because the Leaf class does not have a regular ritual for children to choose a learning corner and make a plan for an activity, children can make their choices by themselves. Therefore, children choose learning corner depending on different times, strategies and reasons. (2) After enter the learning corners, children will choose the material or activity that can be social(play with peers) or non-social (play alone) depend on the children’s abilities, interests, needs or life experiences. And due to their choices, they may interact with objects alone, or need to interact with peers or teacher to solve the problem they meet or to finish the activities for the purposes, and represent different cognition distancing levels, problems and influence factors. (3) After finishing the learning in learning corners, children are willing to share their experiences, and recall their experience through teacher’s leading. However, only the teachers can decide whether the sharing section is open or not . In conclusion, children in the leaf class play as active learners and have freedom of choice in learning corners, but still, the leaning outcomes are constructed by the children and the context which include the educational belief in the preschools or kindergarten, teachers’ plan and operations in learning corners and so forth. It implies that children not only interact with physical environment but also the social context, and become the part of knowledge construction. Besides, the practice that teacher plan and operations in learning corners are interrelated with educational belief in the preschools or kindergarten, teacher’s thinking style, background, pre-service training, practical training experiences, colleagues’ interaction and children’ responses. In the end, this study proposes substantial suggestions for teachers and principal in the preschools or kindergartens, teacher educators and future researchers and hopes these suggestions will bring certain changes for corner learning and children learning.
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