本論文目的欲探討幼兒於遊戲情境中進行遊戲時的言談特質及其內容，以隨機抽樣的方式選取臺灣東岸某一公立國民小學附設幼兒園作為研究場域，並以該公立國民小學附設幼兒園內16名（9男7女）中大班幼兒為研究對象。此外，本論文關注的是幼兒主動與同儕參與在娃娃家這個遊戲情境下，所進行遊戲活動的言談特質及其內容，因此為能更加聚焦，研究者採半結構式個別訪談的策略，並蒐集幼兒教師對遊戲情境的信念、主題教學課程與遊戲情境的關係，以及遊戲情境佈置與玩物提供的訊息，來理解幼兒於此遊戲情境產出的言談特質及其內容。除上述為資料蒐集的來源外，本論文亦透過錄音錄影來記錄中大班幼兒的遊戲活動，以及幼兒教師與研究者省思札記和幼兒訪談資料。最後，資料分析以反覆閱讀原始資料與文獻對話，進一步將資料編碼及歸納。本論文發現︰（一）幼兒於遊戲情境中的言談特質，具有再現家庭生活之經驗，以及融合在校所學的知識；（二）幼兒於遊戲情境中的言談內容，則以他們家庭生活經驗印象最深刻的活動為主，以及對學校最有興趣的主題課程而來。

This research explored preschool children's discourses characteristic and content of playing context. Random sampling was conducted to recruit 16 (9 boys and 7 girls) children from both middle /senior class of a preschool of elementary in Eastern Taiwan. In addition, researchers adopt semi-structured and individual interview strategies to collect the preschool teachers’ beliefs about the playing context, the relationship between the topic of curriculum and playing context, as well as, the messages about the playing context and toys. Those revelations could help researchers to understand the preschool children's discourses characteristic and content of playing context. Besides, the research videotaped and observed the participants when playing without affecting their playing experience about a month. Results revealed that (a) preschool children's discourses characteristic in the playing context reflected both their family life experience and the knowledge learned in the preschool; (b) preschool children's discourses content of playing showed the deep impression from those activities of their family experience and their favorite curriculum of preschool.