透過提供支持性的線索，傾聽幼兒的聲音，獲得「局內人」對於幼兒園經驗的觀點，可以補充成人過去以局外人觀點對幼兒進行研究時所難以察覺之處。本研究嘗試以幼兒的觀點來了解他們如何主觀詮釋在幼兒園內與人、事、物的互動經驗及意義。研究對象為北部一所幼兒園，中班與大班幼兒各四名，研究者透過幼兒拍攝的照片與訪談、校園巡禮訪談、現場參與觀察，以及帶班教師訪談，理解研究對象在意與喜歡的幼兒園經驗。
研究發現如下：
1. 相片術對幼兒來說，透過拍攝與詮釋照片的歷程，不僅主導著資料蒐集的內容與訪談的方向，使幼兒能主動呈現與表達他們喜歡與在乎的幼兒園經驗，也因為照片提供幼兒「說明」的媒介，加上成人積極傾聽的態度，幼兒對於「表達自己」的態度益趨積極。
2. 從拍攝照片的時段來看，不論中班或大班的研究對象，皆在「自由活動」時段拍攝最多照片，突顯出他們對此時段的喜愛。
3. 中班和大班在人際取向的照片中，同儕的照片出現的比例分別為78%和90%，顯示幼兒關注的焦點以同儕為重心。但兩班的研究對象拍攝同儕照片的理由卻大不相同，中班的研究對象拍攝同儕的理由是基於人際互動的因素（他會跟我玩），而大班則是好笑（他這樣很好笑）及帶有社交的意圖（可以和朋友分享、同樂），以及因為相似的人格特質或行為表現（我在拍他認真的樣子）。
4. 教師的照片出現比例不高，但兩班的研究對象皆表示喜歡帶班老師，但所敘述喜歡老師的理由卻有很大的差異。中班的研究對象喜歡老師是因為他們肯定且喜歡成人幫助他們做事和陪他們玩；大班則是因為對與老師的互動有良好的印象、老師會給喜歡的東西或活動。
5. 中班研究對象在活動層面拍攝許多和「自我」有關的照片，而相較之下，大班研究對象拍攝較多別人的作品或物品，並給予正面的評價。可能是因四歲幼兒較重視自我照顧、獨立自主的經驗，以及「成就感」，而隨著年齡漸長，幼兒的社交性逐漸提高，自我中心的看法減少，表現出更多對他人的關注。
6. 兩班研究對象拍攝環境取向的照片皆不多，但由觀察及訪談可發現，兩個年齡層的幼兒對於戶外環境，尤其是遊戲場及遊樂設施，都相當喜愛與熟悉，這也突顯出單純使用相片術理解幼兒觀點的不足之處。
最後本研究依據研究發現及研究歷程提出省思，並對幼兒園現場和未來研究提供相關建議。

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