This study investigated 6-year-old children’s conceptions of school activities and how their conceptions related to the contextual factors in a kindergarten classroom. A class of a private kindergarten known for its theme-emergent curriculum was chosen. Data were collected by classroom observation, formal and informal interview with children over a period of five months. The results revealed that children identified drawing, Origami, and reading as activities at free will, yet understood the constraint embedded and how to go about it. Making things was making stuff related to the theme, and it’s a process of knowing. Making things was also hand work, which was highly valued in teachers’ and children’s minds. Although perceived to be difficult, hand work was favored by boys for the positive feeling it provided for dexterity with hands. Discussion was to exchange opinions. Children perceived themselves to be active thinkers and were aware of their motivation for thinking. The contingency between activities, the theme-related criterion, teacher’s verbal discipline, environmental cues, and the structure of activities were the contextual factors that shaped children’s perspectives. The directions for future studies are suggested.
如有問題歡迎與系統管理員聯繫 
