Abstract
This study examined the response levels of making development patterns and the effect of three strategies of teaching for kindergarden children. In Experiment I, 48 children in kindergarden (mean age 4: 06) were tested on their abilities to construct the development pattern of a cube and to draw the development patterns of a pyramid. In Experiment II, 32 children who participated in Experiment I were divided into the following three training conditions: (a) motor imitation of the process of unfolding the presented solid object ; (b) putting ego-image into the solid object and anticipating the process of unfolding used by children's own body motor image ; and (c) construction of the development pattern used by panels through the picture matching game. The main results were as follows: (1) The effects of training were observed under all conditions ; (2) The analysis of the strategies for making development patterns clearly indicated the differences in effects of teaching among the three conditions.(3) Viewing the efficiencies of the strategies and the stability of responses, it should be concluded the best teaching method is found in condition (b).
