乳幼児教育学研究第１2号(記載論文要旨)

乳幼児教育学研究　第１5号　掲載論文要旨

THE JAPANESE JOURNAL FOR THE EDUCATION OF YOUNG CHILDREN

No.15　2006

CONTENTS
Author		Title
Michiko INOUE Takashi MUTO	・・・・・	A Survey of the Natural Environment of Playgrounds in Kindergartens and Nursery Schools
Miwa HIROSE	・・・・・	A structure of young children’s reconciliation and regulation: Investigating nursery school children from naturalistic observational view
Takako KANDA	・・・・・	Research on A Kindergarten Teacher’s Expectation to A Foreign Child: Some Issues Clarified Through A Chinese Girl’s Case
Sakura WATANABE	・・・・・	A study of anew kindergarten teacher’s internal changes of “class-management challenges” and child-care actions in a child-care environment ―An investigation of concrete solutions relevant to successful care for both the whole-class and the individual―
Miwa NAKAGAWA Akira YAMAZAKI	・・・・・	The relation between children’s apologies and levels of guilt development
Kimihiro SUKAWA Nana HATANO	・・・・・	Mother-infant Relationship in Metapsychology: Winnicott’s Concept of “holding” and Bion’s Concept of “containing”
Naomi HIURA	・・・・・	Multicultural Education with Japanese Young Children: Micro-ethnographic Analysis of Interactive Method in Anti-Bias Approach
Keiichiro KOKUBO	・・・・・	Spread process of ball play in the kindergarten education in Japan on the Meiji period
Asami IMAI	・・・・・	Psychological change of mother who has child at transitional period from home to kindergarten
Joanne LAI	・・・・・	The Formation of Physical Educationfor Preschool Children in Taiwan
Tetsujun TAMAKI Yuichi TODA Koji TAKIGAWA	・・・・・	Typology of the kindergarten curriculum and its relation with teachers’ recognition of the articulation of transition from kindergarten to school
Mizue KOYAMA	・・・・・	The Efforts for Improvement of the Early Childhood Education at Kindergarten in the Latter Part of the Meiji Period ―Focusing on the Introduction of Child Psychology at Matsumoto Kindergarten―

幼稚園・保育所の園庭の自然環境の実態

井上美智子＊無藤隆＊＊

A Survey of the Natural Environment of Playgrounds in Kindergartens and Nursery Schools

Michiko INOUE Takashi MUTO

The natural environment of the playgrounds of ４２７ kindergartens and nursery schools in Hyogo and Tokyo prefectures, Japan, was surveyed in ２００４ using a questionnaire. Four hundred and twenty-four of these schools had playgrounds. The educators of these kindergartens and nursery schools did not appear to highly evaluate the size of the playgrounds or the quality of their natural environment. However, they observed that the playgrounds had many kinds of insects and small creatures such asearthwormsand according to the educators,
children frequently play with such natural factors in playgrounds. Public kindergartens, in particular, offered more time and opportunities to children for playing with the natural environment than private ones or nursery schools.
From the viewpoint of environmental education, the diversity and ecological cycle of natural factors are important; however, only a few kindergartens and nursery schools had places where children could encounter factors such as biotopes and composts. Therefore, it is proposed that the natural environment in playgrounds should be improved to offer children more opportunities toplaywithvarious natural factors in the environment.

Key words: natural environment, playgrounds, kindergartens, nursery schools

子どもの調整・仲直り行動の構造：
保育園でのいざこざ場面の自然観察的検討

広瀬美和＊

A structure of young children’s reconciliation and regulation:
Investigating nursery school children from naturalistic observational view

Miwa HIROSE

The purpose of this study is to describe a model which explains young children’s reconciliation process in social conflict settings with negotiating among the affected parties. Children aged３to６years（７４ boys and ８４ girls）were observed at a nursery and １３７ social conflict scenes were collected. Collected observation data is analyzed with mivurix which is one of image dissector support software and １５ categories of strategies for reconciliation were abstracted. The result implies thatthe abstracted strategies, example for clowning and
coordinating interpersonal interval to wind down, and using facial and bodily expressions to regulate others’behavior, which is regarded inutility behaviors, contribute young children’s social conflict reconciliation. The results also suggested that young children who try to reconcile social conflict with involving adults and children around them.

Key words: regulation and reconciliation, social conflict, strategy, nursery
　

幼稚園教諭のもつ外国籍幼児への期待に関する研究
―中国人女児の事例から見えてきた課題―

管田貴子＊

Research on A Kindergarten Teacher’s Expectation to A Foreign Child:
Some Issues Clarified Through A Chinese Girl’s Case

Takako KANDA

The purpose of this paper is clarifying a kindergarten teacher’s expectation to a Chinese girl, ５years old, and describing the issues when this child was accepted. Observing the girl at kindergarten and interviewing her kindergarten teacher, what her teacher expected wasfocused on. As a result, her teacher expected her to participate in various plays and to communicate with Japanese children. There were three issues occurred in mutual communication. One was the lack of her teacher’s individual support. The second was the difficulty in reading her thoughts. And the last issue was the avoidance of communication between the Chinese girl and
Japanese children.

Key words: a kindergarten teacher, a foreign child, expectation

保育における新任保育者の「葛藤」の内的変化と保育行為に関する研究
―全体把握と個の援助の連関に着目した具体的方策の検討―

渡辺桜＊

Astudy of anew kindergarten teacher’s internal changes of “class-management challenges” and child-care actions in a child-care environment
―An investigation of concrete solutions relevant to successful care for both the whole-class and the individual―

Sakura WATANABE

The purpose of this study is to find concrete solutions is relevant for both whole-class and individual care. This research was undertaken in response to a conflict experienced by a teacher which has been objectively verified.

The information in this report was obtained through interviews with a new kindergarten teacher in charge of four-year-olds. In addition to direct observationofher class, it became apparent that challenges arose in both individual and informal play group situations. The following four points are enumerated as concrete measures to overcome such conflicts :
１．Kindergarten teachers should observes from a position inwhich they can see the whole-class and recall individual play situations among children.
２．Akindergartenteacher should devise a method to help foster a relationship between children that enables children to develop and maintain play on their own.
３．When the children begin to develop play by themselves, the kindergarten teacher should leave the corner to participate in activities that require care. At this point, the teacher comes to realize the optimal supportive environment for positive child play for both the whole-class and the individual.
４．Akindergartenteacher repeats steps１to３for each new class-management challenge conflict.

Key words: new kindergarten teachers, class-management challenges, condition objectively, whole-class, individual care

幼児の謝罪と罪悪感発達レベルとの関連

中川美和＊山崎晃＊

“The relation between children’s apologies and levels of guilt development”

Miwa NAKAGAWA Akira YAMAZAKI

The purpose of this study was to explore the correlation between levels of guilt development and apology. We generated hypothesis that the higher levels ofguilt development they were at, the more they predict apologies as behaviours of perpetraters, because apology is one of the indicators of moralilty. Subjects were ４-, ５-, and ６-years-old. About Apology task, we asked children to guess perpetraters’ behaviours, and calculated apology score based on their responses. About Guilt task,we asked them to answer perpetraters’ affections and behaviours. Subsequently, children were divided into ７ levels of guilt development. As a result, we found that apology scores were associated with age,which implied that they apologized increasingly with age. Additionally, we revealed that it was children located on higher levels rather than ones on lower levels of guilt development , who guessed apologies as perpetraters’ behaviours. Thus, it was indicated that apology developed as a base of guilt development.

Key words: apology, guilt, children, interpersonal conflicts

母子関係のメタ心理学
――D.W.ウィニコットの「抱えることholding」とW.R.ビオンの「包み込むことcontaining」――

須川公央＊波多野名奈＊＊

Mother-infant Relationship in Metapsychology:
Winnicott’s Concept of “holding” and Bion’s Concept of “containing”

Kimihiro SUKAWA Nana HATANO

The purpose of this study is to present a intersubjective model of mother-infant relationship in
metapsychological theory which is different from positivistic studies. For this purpose,we made a comparison between Winnicott’s concept of “holding” and Bion’s conceptof“containing.” In “holding,” the eariest mother-infant relationship is conceived as a unit which cannot beseparated, and gives a base of existential continuity to infant. In contrast to “holding,” Bion’s idea suggests thatthe mother andinfant in the containing relationship are separated from birth and, in that relation the infant acquires a foundation of perceptional faculties. Both of these concepts demonstrate the dynamic relationship between mother and infant in which infant’s subjectivity is born, and clarify the developmental process of infant’s subjectivity itself.

Key words: D. W. Winnicott, W. R. Bion, Mother-infant Relationship, Intersubjectivity, Metapsychology

幼児期の多文化・多様性教育に関する一考察
―幼児の前偏見的言動に対する「相互的方法」の民族誌的分析―

日浦直美＊

Multicultural Education with Japanese Young Children:
Micro-ethnographic Analysis of Interactive Method in Anti-Bias Approach

Naomi HIURA

Young children show negative attitudes towards visible differences:gender, color, physical ability, and so on. These are called ‘pre-prejudice’ which may develop into real prejudice through reinforcement by prevailing societal biases（Darman-Sparks et al,１９８９）.The aims of this paper are to identify how young children show their pre-prejudice through their interactions with peers, to consider how the relations between a child who is left out by her classmates and the others change through anti-bias curriculum, and to consider the characteristics of teaching methods in dealing with children’s pre-prejudice. The data were collected from participant observation at a public day care center in the Kinki district, Japan from April to October２０５.The subjects are ２７three-year-old children, including a girl with a very small and delicate physique compared with the others, and two teachers.

The results of micro-ethnographic analysis of their interactions are as follows.
１）Three-year-old children show pre-prejudiced behaviors about difference of physique.
２）The young children’s pre-prejudiced behaviors would be changed by teachers’ interventions to desirable children’s relations through the curriculum.

３）The teacher tries to change group dynamics in the class by making small groups, through the ’interactive method’ in which each child’s desires and ideas are respected, even when in conflict each other. Although this method is the same as the anti-bias approach in theU.S., thepurpose of themethodisdifferent.The purpose of the former focuses on the group, while the latter focuses on each individual.

These results suggest that the interactive method in the anti-bias curriculum can lead three-year-old children to desirable relations. Teachers should consciously promote children’s self-assertion.

Key words: visible difference, pre-prejudice, interactive method, anti-bias curriculum, micro-ethnography

明治期の日本の幼稚園教育におけるボール遊びの普及過程

小久保圭一郎＊

Spread process of ball play in the kindergarten education in Japan on the Meiji period

Keiichiro KOKUBO

This research discusses and analyzes how ball play, apopular types of children’s play, has changed in the Japanese kindergarten education from the historical and practical data, especially focusing on the Meiji period, when the content of ball play in the kindergarten education changed remarkably.

One finding of this research is that ball play containing elements of hand skill had gradually shifted to ball play containing sport elements since around１９０７.

This change took place, reflecting the background ofthe educational policy and the social trend around １９０７. With the influence of the policy and the trend, ball gamesportswereintroducedinto the elementary school curriculums, and ball play containing sport elements was first adopted among elementary school children.

It is considered that children of public and kani（simple）kindergartens, many of which were attached to elementary schools, saw elementary school children playing ball play containing sport elements and began to imitate them, and it is, therefore, assumed children’s interest and concern had a impact on the spread of ball play containing sport elements in the kindergarten education.

Key words: Japanese kindergarten education, Ballplay, Elements of hand skill, Sport elements

家庭から幼稚園への移行期における子どもを持つ母親の心理的変化

今井麻美＊

Psychological change of mother who has child at transitional period from home to kindergarten

Asami IMAI

１．What kind of psychological and life changes does mother with child who enters kindergarten experience?

２．Do those changes influence the developing process as mother?

Focusing on these points, it is the purpose of this study toexamine thepsychological and life changes which
mothers with entering kindergartnersexperienced by qualitative method. The relationship between mother and
child changed through both the mother-child separation and the child’s changes of development. And mother
looked back on the process of her parenting to make newrelationwith her child. That is to say, the child’s
entering kindergarten means for mother that the balance of relationship between mother and child is upset and
their relationship is readjusted as necessary.

Key words: Entering kindergarten, Transitional period, Mather-Child Separation, Psychological change

台湾における幼児体育の成立に関する一考察

頼鳳嬌＊

The Formation of Physical Educationfor Preschool Children in Taiwan

Joanne LAI

The purpose of this study is to analyze why and how the methods of physical education for preschool

children were introduced to Taiwan and promoted in the １９７０’s which were originated by Eizou MIZUTANI,
Professor of Conan Women’s University in Japan. Firstly,thisstudy examines the government’s early childhood
education and physical education policies during those years to clarify the background of the birth of preschool
children’s physical education. Secondly, this study investigates the processes of introduction of the MIZUTANI style
physical education and analyzes the relationship between the Youth Membership of Christian Association
（YMCA）,the Presbyterian Church, and the Kuomintang Government. Thirdly, this study examines the promotion
of the preschool children’s physical education in Taiwanand theattitude of the Kuomintang Government towards
it. Finally, this study concludes that the MIZUTANI stylephysical education was imported to Taiwan in December,
１９７２by Taipei YMCA to develop its physical services. The promotion of the MIZUTANI style physical education by
YMCA Taiwan for years and the decoration to Eizou MIZUTANI with the Medal of Honor by the Taiwanese
government in １９７６ for his contribution to “Sports for All” helped spread the MIZUTANI style physical education

throughout Taiwan with the strong support from the government.

Key words: Taiwan, preschool children, physical education

幼稚園のカリキュラムの分類尺度による類型化の試み
―幼小接続段差の園長による評価との関連を探る―

玉置哲淳＊戸田有一＊＊瀧川光治＊＊＊

Typology of the kindergarten curriculum and its relation with teachers’
recognition of the articulation of transition from kindergarten to school

Tetsujun TAMAKI Yuichi TODA Koji TAKIGAWA

For these years, the articulation at the transition fromkindergarten to elementary school is considered to be important for adjustment of children. While several significant practices to improve the articulation have been reported, the each practice seems to be particular to eachcombination of kindergarten and school. To determine which practice is the most applicable to a certain combination of kindergarten and school, we should know the type of the combination and the nature of the transition. One of the factors tocharacterizethe transition should be the curriculum of kindergarten.

To distinguish the types of the kindergarten curriculums, and to know the articulation of each type and school curriculum, we asked３１０head-teachers of kindergartens in３prefectures. Factor analysis of１７items to depict the traits of the curriculum suggested３factors, which are self-fulfillment-centered, study-centered, and play-centered.
Among these three factors, self-fulfillment-centered factor significantly correlated with the teacher’s recognition of the articulation of transition. However, all three factors did not correlate significantly with the teachers’ recognition of the articulation of curriculums of kindergarten and school.

Implications of these results and the designoffurther researches were discussed.

Key words: articulation, transition, kindergarten, elementary school, curriculum

明治後期の幼稚園における保育研究の展開
―松本幼稚園における児童心理学の受容を中心に―

小山みずえ＊

The Efforts for Improvement of the Early Childhood Education at Kindergarten in the Latter Part of the Meiji Period
―Focusing on the Introduction of Child Psychology at Matsumoto Kindergarten―

Mizue KOYAMA

The purpose of this paper is to examine the characteristics of the educational studies conducted by the teachers of Matsumoto Kindergarten in the latter part of the Meiji period. Matsumoto Kindergarten introduced child psychology in １９０ sand startedtoresearch the kindergarten children. Based on these researches, the kindergarten teachers were dedicated to the studies of toys and fairy tales. The following three points are the characteristics of these studies. １）These studies showed the standard of choosing the educational materials which suited the development of children, and clarified that the educational value lay in promoting the natural development of children. ２）These studies covered the fundamental issue such as－why toys or fairy tales were necessary for the early childhood－.The teachers gathered the materials suitable for the early childhood education. ３）The social values were considered. The toys studycontributed to not only the improvement of the kindergarten education but also that of the home education.Astothe studyoffairy tales, the teachers intended to respond to the social situations by choosing the materials ofthe fairytales which reflected the spirit of the times.

Key words: Matsumoto Kindergarten, the latter part of the Meiji Period, child psychology, studies of the early
childhood education

JSEYC: 日本乳幼児教育学会
Last Update: 2007/4/22