從文獻整理與職場經驗看見幼兒生死教育之不足，期透過一位成人與幼兒談生論死之探討，豐富這個領域，並對實務提供可能進路。 研究始啟於研究者之女兒觀看電視節目後，開始一連串對死亡的提問，令研究者被捲入一場有關死亡議題之對話當中。本文以微觀個案分析，以研究者自身生命經驗，以及將近一年與四歲幼兒針對死亡議題之對話內容為對象，觀看成人面對生死議題的生命轉折，在幼兒提問死亡之際，轉化為積極與幼兒談生論死的行動，而與幼兒進行一場生命探索之旅。在此旅途的中切面中，可看到幼兒死亡概念之發展與理解可超過一般學者或研究所指出的能力與階段，以及成人自身對幼兒死亡概念之重新認識，同時成人與幼兒咸因持續的對話產生心理的安置，幼兒並因成人的回應獲得了肯認，建構了自身與世界的關係。 研究最後建議：一、成人應接受實相，勇於談生論死；二、幼兒之生死教育要從成人自身的生命經驗出發；三、幼兒之生死教育要把握幼兒天生好奇的提問；四、成人與幼兒之間的提問與對話即是一種教育的歷程；五、動植物是生死教育最自然、最不具威脅性、最有效之題材；六、幼兒對於靈魂、巫術、魔術的概念值得繼續開採。

The research lifetime and on-the-job practice in life and death education for young children is quite inadequate. This paper, exploring the life and death issue through the adult and child dialogue, aims at enriching this field and tries to propose possible ideas for implementation of life and death education. The research was initiated by a four-year-old, who, after watching a TV program started asking a series of questions on the idea of death. In responding to her questions, the researcher was “pulled” to engage in this process of searching for the meaning of life and death with the child. Dialogues were collected over a year. With an analysis of the dialogues, one could see that the four-year-old is capable of grasping the concept of death in greater depth and complexity than of our theoretical conception. In the dialogues, the adult was re-knowing the death concept according to the young child’s construction. Through the dialogue, both the adult and the child were psychologically comforted and anchored. The child’s construction was recognized by the adult’s response to her questions and thus constructed her relations to the world. The final suggestions are: 1. Be open to talk about life and death; 2. Tracing back and organizing one’s own life experience is a must; 3. Take young children’s natural curiosity and questioning as an advantage; 4. View the dialogue between adult and children as an educational process; 5. Take animals and plants as the best, most efficient and the least threatening materials for life and death education; 6. Young children’s thinking on soul, sorcery, and witchcraft are worth further probing.