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Paradigm of Social Work of Early Childhood Care and Education

― Focusing on Concept of Care Management―

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The Effects of Childcare Person's Identity and Efficacy on Practice to Develop the Abilities

Which Young Children Keep Good Relationships with Others

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保育園における乳幼児の怪我の特徴と発達的変化

  倉盛美穂子*

The Features of Injury and its developmental change of young children at nursery

  Mihoko KURAMORI

  The present study investigated the feature of injuries of young children at nursery. Especially, the younger children's injuries （０―２ years old） were noted, because there was little survey for this age. Nursery teachers who took care of young children from ０ to ５ years old class reported the happening time and place, kind of injury and casual relation for each injury everyday. These data that accumulated for seven months were analyzed from a view point of development. Most findings in young children （３―５ years old） were corresponded to the results of previous studies. The finding newly clarified is as follows: １）happening of injury were peaked at １ year old class and were decreased with development. ２）Excepting the self‐injuries such accidental falls, injuries by bite or scratch were greater in １ and ２ years old classes than that in other classes. ３）Most of these injuries were caused by the struggle for toys or playground. It was seemed that features of injury occurrence in １ and ２ years old classes related closely to the stage of social development. Under these ages, the social interaction is necessary for children to bring up the sociality, and then, it was considered that nursery teachers faced the difficulty to prevent the injury without restricting the social interaction between children.

  Key words: younger children, injury, nursery, social development

保育ソーシャルワークのパラダイム
―ケアマネジメント概念を手がかりに―

  伊藤良高*　若宮邦彦**　桐原誠***　宮崎由紀子****

Paradigm of Social Work of Early Childhood Care and Education
―Focusing on Concept of Care Management―

  Yoshitaka ITO　Kunihiko WAKAMIYA　Makoto KIRIHARA　Yukiko MIYAZAKI

  From the point of study view of child care and education・management of child care support activity （administration・rule）, it is an objective to include the paradigm of the theory and practice of childcare social work.
 First I survey the recent diversifying of childcare needs and the tendency toward increase of social work function at the nursery schools.
 Second, with the clue of care management concept, I investigate care management system based on social inclusion and the necessity of nursery teacher profession as a generic social worker.
 Last We'd like to point out the present reform problem to develop positively child care and education practice・child care support activity with the social work function at the nursery school in the future.

  Key words: Touch, children, social competence, communication

保育者のアイデンティティと効力感は保育実践に影響を及ぼすか
―領域「人間関係」について―

  西山修*

The Effects of Childcare Person's Identity and Efficacy on Practice to Develop the Abilities
Which Young Children Keep Good Relationships with Others

  Osamu NISHIYAMA

  The purpose of this study was to elucidate the causal structure on childcare persons' identity, efficacy, and practice on childcare contents "human relations". I used the Multidimensional Ego Identity Scale （Tani, ２００１）and the Childcare Persons' Efficacy Scale on Childcare Contents "Human Relations" （Nishiyama, ２００６）. A questionnaire was administered to ３７８ childcare persons. To examine the difference of development arising from experience in childcare, three groups （the novice, the nucleus, and the veteran） were formed. Further, to ensure equality of latent variables in modeling, I employed a simultaneous analysis of structural equation modeling. A simultaneous analysis of these groups was conducted to clarify the causal relation among three latent variables: sense of identity, childcare persons' efficacy, and present practice on childcare contents "human relations".
 The results included the following: １）there was a significant positive correlation between sense of identity and efficacy; ２）there was a significant influence from sense of identity to present practice on childcare contents "human relations". Sense of identity increased practice; and ３）there was a significant influence from efficacy to present practice. Efficacy increased practice. In every group, efficacy had a stronger influence on practice than sense of identity.
 I showed a basic causal model to be useful for improving the ability of childcare persons, whether they were novices or veterans. Finally, a discussion based on these results was raised from the viewpoint of practice, and topics for future research were included.

  Key words: childcare person, identity, efficacy, practice, childcare contents "human relations"

豊田芙雄と鹿児島女子師範学校附属幼稚園保育見習科に関する一考察

  清水陽子*

A Study of Fuyu TOYODA and the Trainee Program of the Kagoshima Teacher's College for Women Attached Kindergarten

  Yoko SHIMIZU

  Fuyu TOYODA （hereafter referred to as Toyoda）, the first kindergarten teacher of Japan, was dispatched by the Tokyo Teacher's College for Women Attached Kindergarten in １８７９. She established the Trainee Program of the Kagoshima Teacher's College for Women Attached Kindergarten （hereafter abbreviated as the Kagoshima Kindergarten Trainee Program） in Kagoshima Prefecture. As the second such program in Japan, the Kagoshima Kindergarten Trainee Program became the model for training kindergarten teachers in many kindergartens established thereafter.
 As regards the training of kindergarten teachers by Kagoshima Kindergarten, this treatise focuses on the complete "Rules and Regulations of the Kagoshima Kindergarten Trainee Program," instituted in November １８７９. Never examined in any preceding research to date, this work examines Toyoda's lecture notes "Daishinroku", and analyzes an actual state of the Kagoshima Kindergarten Trainee Program. The objective of this research is to examine the features of the Kagoshima Kindergarten Trainee Program and Toyoda's view on preschool education, through an analysis of the actual state of the Trainee Program.
 This examination proceeds in the following order: （１）a comparison of the Rules and Regulations of the Kagoshima Kindergarten Trainee Program （July and November） and the Rules and Regulations of the Tokyo Teacher's College for Women Attached Kindergarten （１８７８）; （２）an analysis of the contents of Toyoda's instruction "Daishinroku."

  Key words: Fuyu TOYODA, the Trainee Program of the Kagoshima Teacher's College for Women Attached Kindergarten, "Daishinroku"

５−６歳児の否定的感情への対処と保育園における問題行動の関連

  鹿島なつめ*

The relation between children's copings of negative emotions at age 5-6 and problem behaviors in nursery school

  Natsume KASHIMA

  The purpose of the present study was to investigate the relation between the copings for negative emotions that young children aged ５―６ years answered and the children's problem behaviors in nursery school checked by Child Behavior Checklist‐Teacher Rating Form （CBCL‐TRF）. ３３ young children aged ５―６ years were interviewed about negative emotions, using pictures described negative scenes. And two teachers in nursery school were asked to complete CBCL‐TRF for ３３ young children. The result suggested the relation between young children aged ５―６ years's problem behaviors in nursery school and the difficulties they had when they need to cope with negative emotions. In particular, young children with Internalizing problem behaviors had the difficulties for the copings of negative emotions occurred by the interpersonal conflicts.

  Key words: copings of negative emotions, problem behaviors, children aged 5-6 years, Child Behavior Checklist‐Teacher Rating Form （CBCL‐TRF）

乳幼児における咀嚼力と食品認知力育成に関する実証的研究

  寺田清美*

Studies on promotion of biting strength and food recognitionpower in infant and bab

  Kiyomi TERADA

  The present study was conducted regarding the methods currently in use in infant daycare centers for the introduction of solid food into the diet of infants as well as developing an infant's skills in food‐identification and chewing. The subjects of the research were the parents and the infant daycare centers, and the objective was to examine the subject's level of understanding in this area of child development. Research was conducted by interviews, collecting information on the views of infant daycare center staff and the expressed needs of parents, and the discrepancies that exist between the staff and parents.
 The compiled information was examined with the aim of exploring most beneficial methods for developing chewing and food‐identification skills in infants. The conclusion was that there is an urgent need to educate both infant daycare center staff and parents on the issue of skills development in infants.

  Key words: infant daycare centers, food recognition power, dietary education

いざこざを通して見た中国の保育者の保育観
―日本の保育者の保育観との比較から―

  劉海紅*　倉持清美**

Chinese child‐care workers' perceptions about peer conflict among early children:
in comparison with Japanese child‐care workers' perception

  Haihong LIU　Kiyomi KURAMOCHI

  This study examined the Chinese child‐care workers' perceptions of early childhood education in transition by comparison with the Japanese child‐care workers' perception, especially how to think and treat about peer conflicts among preschool children. Chinese and Japanese child‐care workers were interviewed before and after they checked the video taped peer conflicts among preschoolers and child‐care worker's intervention in a Japanese kindergarten. Two results were showed. Firstly, both Chinese and Japanese care‐workers thought that the peer conflicts were important for preschoolers to learn cooperativeness and ability of communication. Secondly, the intervention way of Chinese child‐care workers were different from Japanese child‐care workers. Japanese child‐care workers listened to the children's feeling and tried to understand children's wish in conflict, and then tried to find the solution which could satisfy all children in conflict. In contrast, Chinese care‐workers took the way of explaining the rights and wrongs, and then teaching the skill for solving the conflict.

  Key words: Chinese child‐care workers, Japanese child‐care workers, early childhood education, conflict, perception of child care

劇化表現を生かした音楽経験プログラムの実践過程における「保育者の方向づけ」の特徴的な役割について

  佐野美奈*

Characteristic roles of "the orientation of the child‐care provider" in the practical process of the music experience program of the child utilizing the dramatization expression.

  Mina SANO

  The purpose of this study is to examine the music experience promotion program utilizing a characteristic of children's development. In order to achieve the purpose I created the step‐by‐step accumulation processes of the activity by reconstructing daily fragmental activity regarding music expression from the viewpoint of the drama education and the music education. I constituted these series of activity programs as an activity plan for one year period, thereafter applied it to ５０ preschoolers for one year. The author devised the program as an activity schedule for one year, referring to the activity contents proposed by Rubin, J., & Merrion, M. （１９９６）, constituted of the drama education and the music education. Herewith, the author examined the characteristic roles of "the orientation of the child‐care provider" in the step‐by‐step process activity of the program through considerations on examples. Their roles were also examined by the ９ elements of orientations extracted from examples.
 As a result, from the viewpoint of "relations between the image for the phenomenon and the actual expression", it was observed as a characteristic roles of child‐care provider, such as "presentation of activity and expression linking movement with music and image", "visual support leading to connect the sound and the image". In addition, it included, "integration of movement and image by presentation of activity", "creation of identification process with the object", "the presentation of the characters and the role playing" and "guidance and support to the story with the music."

  Key words: orientation of the child‐care provider, the relationship between image of events and actual expression, creation of stories, music education, drama education

幼児の質問紙で測定した自己抑制的側面と実験課題で測定した運動調整との関連

  赤尾依子*

Relationship between the result of the questionnaire of the self‐inhibition and behavior on experimental task about the motion control in preschool children

  Yoriko AKAO

  The present study investigated developmental changes in the relationship between behavior on experimental task about the motion control and the result of the questionnaire of the self‐inhibition. The participant of this investigation is the １４６ children whose age ranging from ３― to ５―years. Those children are evaluated for their motion control with a figure drawing task and also for their self‐inhibition on the self‐inhibition scale where I utilized the extracted question items from Kashiwagi （１９８８）. In the figure drawing task, two indexes were set. The first index is the latency and the second is the number of errors occurred during the task. There are also three instructions about the operation by the examiner were applied. Under those three instructions, I investigated how preschool children regulate their motion control. The result might show that the latency of the figure drawing task got longer. Decreasing the number of errors was confirmed when child's self‐inhibition is more developed. Furthermore, in the case of the children who had low score of the self‐inhibition scale, the number of errors of the motion control tasks was high. Therefore I conclude that the preschool children who have high level of motion control function can also score high points at the self‐inhibition scale.

  Key words: Self‐inhibition, the motor control, the Figure Drawing task, preschool children

子ども同士のトラブルに保育者はどうかかわっているか
―保育者の経験年数・トラブルが生じる状況による分析を中心に―

  小原敏郎*　入江礼子*　白石敏行**　友定啓子**

How Do Kindergarten Teachers Cope with Children's Conflicts
Analysis on The Years of Experience of The Teachers, and Conflict‐causing Situations

  Toshio OHARA　Reiko IRIE　Toshiyuki SHIRAISHI　Keiko TOMOSADA

  The first objective of this study is to see how the kindergarten teachers are involved in solving conflicts occurring among children, an area which hadn't been covered by systematic studies in the past. Secondly, we looked at how many years of service each kindergarten teacher had, and compared how experience changed the way teachers react to the conflicts. Thirdly, we tried to verify the relationship between the relational situations‐namely kindergarten teachers and children, as well as among children, which are potential conflict causing situations‐and the involvement of teachers in the situation.
 The results of this research were as follows; １）Skilled teachers with more than １１ years of experience had various options in responding to conflicts occurring around them. They had the tendency of being able to expand relationships among the children through these conflicts. ２）Kindergarten teachers with fewer than ４ years of experience tended to try to maintain human relations even in the face of conflicts, and more inclined to admonish children in those situations. ３）Dual scaling told us that when teachers intervened in the conflicts after being notified by the children, they tended to selectively utilize various kinds of countermeasures to respond to these situations.

  Key words: Children's conflict, Experience of kindergarten teacher, Conflict‐causing Situation

幼児のレジリエンスと対人葛藤場面における対処方略，および母親の介入行動との関連性に関する研究

  山田汐莉*　渡辺弥生**

A Study of the Relations Among Preschool Children's Resilience, Coping and Mother's Intervention in the Interpersonal Conflict Situations

  Shiori YAMADA　Yayoi WATANABE

  The purpose of this study was to examine the relation between preschoolers' resilience and their coping strategies in the interpersonal conflicts. Moreover, this study also examined effects of mothers' interventions and preschooler's predictions of their mother's intervening actions. Subjects were four‐six year old preschoolers, their mothers and their teachers in the kindergarten. Teachers evaluated each preschooler's resilience using a questionnaire. Preschoolers were given two episodes involving interpersonal conflicts, and were asked how they would cope with these situations and what their mother would do if they were there. Their mothers were also given the same episodes and questions. Results showed that a） girls were more resilient than boys, b） they coped with their conflicts variously, and c） preschoolers with lower resilience tended to predict that their mothers would observewhat their children do.

  Key words: preschooler, resilience, coping strategies in the interpersonal conflicts, mothers' intervention

ビデオ再生刺激法を用いた幼稚園・小学校教師の発達観の比較研究

  鈴木正敏*　秋田喜代美**　芦田宏***　門田理世****　野口隆子*****　小田豊******

A Comparative Study on Kindergarten and Elementary School Teachers' Perceptions of Development of Children in Each Setting

  Masatoshi SUZUKI　Kiyomi AKITA　Hiroshi ASHIDA　Riyo KADOTA　Takako NOGUCHI　Yutaka ODA

  This study tries to speculate and compare Japanese kindergarten teachers' and elementary school teachers' perceptions of how activities in kindergartens and elementary schools facilitate some aspects of children's development. Using multi‐vocal visual ethnography method, the authors asked ５７ kindergarten and ６０ elementary school teachers to view ６ video clips of ５―miniute long from kindergartens and elementary schools. The participants were asked to view ３ clips taken in kindergartens （handicraft, role play in the kitchen, and trampoline）, and ３ clips in elementary schools （art, Japanese language, and recess）, and to rate how much these activities facilitate children's development in categories of physical, emotional, cognitive, and social domains. As a result, kindergarten teachers tend to rate higher than elementary school teachers, particularly in the cognitive domain. On the other hand, elementary school teachers rate the physical domain higher than kindergarten teachers in handicraft and art lessons. In general, kindergarten teachers tend to find various meanings in an activity, while elementary school teachers are inclined to look at particular skills and certain kind of attainment in a specific activity. These differences would explain how their views on children's development and thus could be utilized to consider smooth transition from kindergarten to elementary school.

  Key words: transition, kindergarten, elementary school, multi‐vocal visual ethnography, teachers' perception of children's development

幼稚園・保育園における虫の飼育経験効果

  山下久美*

The Effect of Insect Raising Experience in Kindergartens and Nurseries

  Kumi YAMASHITA

  In Japan, kindergartens and nurseries have a long history of undertaking projects involving the raising of living creatures. A survey conducted by Yamashita （２００６） had revealed that children of kindergartens which regularly raised insects were: �@ more knowledgeable of the ecology of insects, �A had a deeper understanding and feeling for life and, �B were more considerate of others, compared to children without insect raising experience. However, there was the possibility that the differences in the two groups were inherent. Hereupon, for the purpose of confirmation, out of ７０ children without insect raising experience, ４１ were then given a ４０―day experimental insect raising experience and a comparison was made with the ２９ children without raising experience. As a result, the group that received insect raising experience displayed an increased knowledge of insects and most of the children of this group lamented over death after having observed the death of their insects. Empathy for a younger child in trouble had also deepened. The only area in which there was no difference between the groups with insect raising experience and without such an experience was in the understanding that among living things, once the creature is dead revival is impossible.

  Key words: Insects, Teachers' Objectives, Effectiveness of Raising Experience