摘要：In this intervention study,an experimental group of kindergarten children participated in paper folding activities 2 times per week for 10 weeks while the control group did ordinary art activities. Subjects were 43 five-year-old children enrolled in N and D public kindergartens in Hwa-soon Chonnam province. Data were analyzed with a two-sample t-test. The ability to draw and to manipulate geometric figures increased significantly in the experimental group but there was no difference between the two groups in the discrimination of geometric figures.
