乳幼児教育学研究 第１２号 掲載論文要旨
THE JAPANESE JOURNAL
FOR THE EDUCATION OF YOUNG CHILDREN
No.12 2003
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仲間遊びに対するある園児のイメージの変容 Change of the image of preshcooler about
playing with peer |
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人物描画法における幼児期のBody
Imageの特性について A study on the Development of children’s Body Image in relation to Draw-A-Man Method Consequently, the age and sex differences were revealed analyzing the number of body parts which were drawn by the participants. On the whole, the difference between the age groups was revealed concluding from the fact that the recognition rate of the body parts of the 5-year-olds was higher than the 4-year-olds. Among 4-year-olds, on great sex difference was revealed. On the body part and sex differences, among 5-year-olds, girls have a higher recognition rate than boys. Analyzing the results, the 5-year-old-girls have the highest recognition rate of body parts, and have the most clear recognition of the body image. In the research, the possibility of utilizing the analyses in nursing was indicate: when the teacher elevates the children’s recognition of the body parts or awareness of the body image, or he / she helps the children draw human figures, the teacher should encourage the girls to realize the ear parts, and the boys to realize the clothes’ parts. |
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子ども虐待に関する９つの発見―新聞記事の内容分析― |
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戦前日本における幼稚園保姆検定制度の確立 Tomoe
TANAKA The
Purpose of this study is to clarity the establishment process of a certificate
examination system of the kindergarten teachers in prewar The
certificate examination system was like the teacher training school with the
route, which produces a large number of qualified persons. That is, in order to
understand the character of kindergarten teacher training of prewar days,
certificate examination system of the kindergarten teachers needs to be
considered. In
this paper, I gave an outline of a certificate examination system. And show the
role, which played in the establishment as a kindergarten teacher’s
professionalism. |
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幼児の立位における蹴動作の発現と片足身体支持能力の発達 Tadashi ADACHI (1) Over twenty-four months old children’s group, age of months, height, weight, kicking time on one foot, supporting time in running or hurried walking and jumping time were significantly superior. (2) The significant correlation coefficients with age of the months were height (r = 0.828, p<0.01), weight (r = 0.608, p<0.01), kicking time on one foot (r = 0.380, p<0.05), supporting time in running or hurried walking (r = −0.612, p<0.01), and jumping time (r = 0.755, p<0.01). (3) The coefficient of variation of kicking time on one foot was larger then the others. It suggested that the individual variation of kicking motion was larger than the other motions in their development. (4) These result led to the conclusions that the balance on one foot would influence on the appearance on kicking motion stronger than the muscular strength of legs, and children could kick a ball at the period of first half of one year old when their walk is stabilized. |
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幼児教育における遊びと知的発達 ―ボードゲーム『三目並べ』を通して― 長廣真理子 加藤泰彦 宮川洋子 Play
and Intellectual Development in Early Education: The Developmental Stages of
“Tic Tac Toe” Intellectual
components such as numerical reasoning, spatial reasoning, and temporal
reasoning were often observed in the children’s play of Tic Toc Toe, and three
broad levels, i.e. Making straight lines, Blocking, and Coordination of
offensive and defensive strategies were found almost the same as American
children, too. It was concluded that Tic Toc Toe is worth playing for children
since it includes lots of intellectual components. |
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幼児期における親友関係の質的変容 ―年長児クラスにおける2名の男児に着目して― 湯澤美紀 Qualitative changes in preschooleis
relationship with friends: In the case of two 5-years-old-boys. Miki YUZAWA Purposes
of this study were to investigate how preschoolers change their relationships
with the best friends over the long period, and how changes in relationships are
affected by the preschoolers’ cognitive development and dynamics of the class.
Two 5-year-old boys were observed during free play and meeting of the class once
a week from April in 2001 to March in 2002. Qualitative changes in the
relationship of the boys were interpreted in relation to the cognitive
development of the boys and their relationships with other boys in the class. It
was found that the two boys were developing mutual relationship although the
relationship was constrained by egocentric thought. In addition, the boys were
eager to play with a popular child in the class, which complicated their
relationship. The class teacher provided the boys with opportunities to interact
with each other and express themselves, which seemed to support the development
of the boys’relationship and social skills. Key Words: Preschoolers, friendship, social interactions, cognitive development |
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幼児の表現活動に見られる「表現スタイル」 −現場（フィールド）からの理論構成の試み− Children’s “Expressional Style” in Creative Expression Activities −Theoretical Construction through educational practice in The Field of Early Childhood Education− |
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幼児の折り紙遊びを支援する保育図書の望ましい在り方 福井晴子 Advisable
Nursery Books Which Support Children’s Origami Play Haruko
FUKUI Nursery
books on Origami play support young children not only directly but also
indirectly thorough their parents, nurse or teacher. Various nursery books in
this field written by various authors with different positions have been
reviewed in order to identify the inherent problems. Some problems discovered
thorough the investigation are as follows. 1.The meaning and indication of the important word “Origami” are used ambigously. So it causes readers to be confused. This shows authors don’t have a difinition of Origami. 2.The indications are not complete such as the grouping of traditional items or original ones, the degrees of difficulty, as well as the forms and quality of paper. The readers desire them. 3.Some
illustrations and explanations are not suitable for little children to be
understood. This may be due to unsatisfactory comprehension about the level of
mental development of the childhood by the authors. Through
the investigation, we can imagine how nursery books should be revised to support
handing down these traditional form of play. As for the contents of the books,
the efforts to suggest verious extensions of Origami play can be seen and
accepted. Clear and definite information and method designed to grasp Origami
play as traditional children’s cultur are also desired continuously. Key Words: origami playing, nursery books, hand down, investigation of books |
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保育者における「育ち」・「発達」概念の使用状況 およびイメージの比較とその保育学的意味 浜口順子 ‘Sodachi(Growth;Growing Up) ’
Vs. ‘Hattatsu(Development)’: Differentiation in the Terminology Used by
Practitioners of Early Childhood Care and Education in Junko HAMAGUCHI The term‘sodachi(growth;growing
up)’is used more and more frequently than before,
among practitioners and researchers of recent early childhood care and education
in Japan. A hypothesis was thought that this phenomenon indicated how the usage
and the meaning of the term ‘hattatsu(development)’,
which tended to be used with psychological, conventional connotation, had become
changed in the relation with the word‘sodachi’in the practical field of early childhood care
and education. According to the results from a questionnaire answered by 421
peactitioners in kindergartens and nursery schools, there is a clear difference
on how the two words are used and in-terpreted. The term‘hattatsu’is felt to be used more frequently than ‘sodachi’as a whole, but each word is estimated ‘important’from different points of view. The image of‘hattatsu’being related with‘physical growth’, ‘ability’, ‘developmental stages’, ‘scientism’and, ‘educational anxiety’,the image of ‘sodachi’with ‘environment’, ‘inner(invisible) word’,
‘mutuality’and‘daily practice’. The term ‘sodachi’can be the clue to clarify developmental
perspective that is needed for practitioners of early childhood care and
education in Japan. |
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保育者の専門性としての幼児理解 −ある保育者の語りの事例から− 吉村香 田中三保子 The care-giver’s understanding of children as speciality: −That
is the case study of Narrative by a care-giver− Kaori
YOSHIMURA, Mihoko TANAKA This study has observed the practices of a caregiver in a kindergarten and discussed with the caregiver continuously, and through the narrative of the caregiver, analyzed how she understands children. The results are as follows; 1. Understandings in practices by the care-giver, if she continues the understandings a long term, are contextualized by her sense of problems. 2. Her sense of problems has functions of fusion and contextualize between the understandings in practices and its in meaningful reflections. 3. How to understand children by a care-giver has special features in its totality and its continuity. That is as the characteristic of practices that involve children’s life non- limitary and everyday. We consider that understandings children by a care-giver is one of the specialties. Key Words:Specialty, Underatandings of children, Context, Sense of Problems, Narrative |
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幼児の「思いやり」意識に関する研究 ―日本と中国の４歳児、５歳児の比較を通して― 劉洋洋 Children’s
Omoiyari, ‘Empathic Consideration’ ―Through
the comparison between Japanese and Chinese children of four and five― Yangyang
YOO To
examine children’s Omoiyari, empathic consideration, the author interviewed
sixty Japanese children age four and five and five and sixty Chinese children of
the same age, using picture-story cards of six Omoiyari Situations. Children
were first asked whether they would act with empathic consideration or not, and
then the reasoning for the answer. Both Japanese children and Chinese children
showed empathic consideration in the six Situations except Situation 5., the
empathic consideration to the farmer who grew rice for children. Both Japanese
children and Chinese children showed empathic consideration when they understood
the situation correctly. Children’s empathic consideration was closely related
to the children’s needs or wishes in each Situation. The stronger their wishes
were, the less frequently they showed empathic consideration. Some children,
however, could solve problems between their own needs and the other people’s
needs, and showed empathic consideration by the way of sharing, waiting, looking
for alternatives, forgiving, negotiating and so on. The Japanese children
frequently used reasoning based on considering the other person’s feelings
such as ‘because I feel sorry with the African child’, compared to the
Chinese children. Chinese children often mentioned the reasoning based on
indoctrination by adults. Cultural differences were reflected on children’s
empathic consideration in both countries. Key Words: empathic consideration, the reasoning for the answer, the comparison between Chinese children and Japanese children |
JSEYC: 日本乳幼児教育学会
Last Update: 2005/9/9