本研究採現象學研究取向，探究幼兒在開放式學習環境建構單位積木圍出空間的本質意義。探究其內涵以理解幼兒建構單位積木圍出空間的身體經驗與所建築的建築空間之關係。 　　研究者故事的描述進行現象學還原，描述在幼兒園積木角靜觀一位中班五歲幼兒運用單位積木建構「麥當勞」的歷程。通過此描述歷程，逐漸獲得幼兒藉由身體運動建構單位積木圍出空間作為「身體邊界的延展」之本質性意義。同時也進一步理解支持身體邊界進行延展的要素－時間性、身體感、空間性與想像力間的關係。 　　最後，本研究從現象學研究取向，日常活動的教育意義提出未來的展望。 / For this study the researcher used the phenomenological research orientation to explore the essential meaning of children in the open learning environment developing enclosed spaces surrounded by constructing with unit blocks. Indeed, to make a thorough inquiry into the relationship between the body experience and the built architectural space of children constructing with unit blocks. For the purpose of proceeding the phenomenological reduction, the researcher adopted description of the story in-position viewing a 5-year-old girl building her "McDonald's" restaurant construction with unit blocks in the block center in a preschool classroom. Following through the progress of this description, gradually get the essential meaning of children via physical movement forming enclosed spaces with unit blocks constructing so as to "extend the boundary of the body". Measwhile, further understand the relationship of the elements that supporting body boundry extending movement- timeliness, sense of the body, spatiality and imagination. Finally, this research is going to take a glance into the future from both of the phenomenological research orientation and the meaning of molar activity in early childhood education.