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幼保小の円滑な接続を支援する学級経営観尺度の開発

  中川智之*　　西山修**　　高橋敏之***

Development of Scale for Measuring Views of Class Management for the Purpose of Supporting Smooth Connections between Kindergarten, Nursery School, and Elementary School

  Tomoyuki NAKAGAWA　　Osamu NISHIYAMA　　Toshiyuki TAKAHASHI

  The purpose of this paper is to develop a scale for measuring the views of class management held by child-care workers (kindergarten teachers and nursery school teachers) and elementary school teachers in order to examine smooth transitions from kindergarten and nursery school to elementary school from a human environment perspective. We first gathered and carefully selected survey items by implementing preliminary surveys. Next, we asked survey -respondents to rate 54 items related to views of class management on a six-point scale, and conducted exploratory -factor analyses. The subjects of the analyses included 1,386 child-care workers and 2,339 elementary school teachers. From these results, we were able to create a new scale for measuring views of class management. (We named it the “Scale for Measuring Views of Class Management for the Purpose of Supporting Smooth Connections between Kindergarten, Nursery School, and Elementary School.”) This scale consists of ten items about “leadership-oriented -approaches focusing on standards” and ten items about “receptive approaches focusing on emotion.” This is a widely applicable scale which possesses sufficient reliability and validity. In addition, we used this scale to empirically demonstrate differences in views of class management based on type of job and number of years of experience, and made a few observations about utilization of the scale and future research challenges.

  Key words : class management, smooth connections, child-care workers, elementary school teachers

乳児を育てる母親の変容過程に関する研究
―育児日記の質的分析より―

  佐藤智恵*　　七木田敦**

A Study about the Transformation Process of Mother Bringing Up a Baby:
Qualitative Analysis of the Baby Book

  Chie SATO　　Atsushi NANAKIDA

  The purpose of this research is to make clear what event in child-raising makes “a mother” out of a woman by the 8th month of the child’s life. As a method, I conducted a content analysis of the baby book which is written by one mother. Consequently, I found that the mother came to describe the communications with her child in detail when her child was around the 5th month of life. Then, there appeared many descriptions which include negative emotions for child-raising. This considered to be caused by two emotions: confidence which was brought by communicating well with her child and frustration due to failures which occurred even if she used the know-how obtained from her child-raising experience. From then on, she began to describe things concretely through which she seemed to strengthen emotional sympathy with her child. This research showed that the mother transformed her involvement with her child by facing her own negative emotions.

  Key words : transformation process of mother, baby book, qualitative analysis

保身体感覚の改善を基盤とした発達が
気になる幼児の「育ち」の支援

  前田泰弘*　　小笠原明子**

Promotion of the Self-Reliant Activities for Pre-School Children with Developmental Disabilities
Based on the Improvement of Body Senses

  Yasuhiro MAEDA　　Akiko OGASAWARA

  Outdoor day care was provided individually to two preschool boys who exhibited two symptoms associated with developmental disabilities. The first type of symptom was hyperactivity (HA); the other, clumsy activity (CA). Outdoor day care provided the children with a wide range of opportunities to obtain firsthand experiences, which led to an improvement in their clumsy body senses. This helped both the boys to create, determine, and execute activities -independently. As a result of day care, the boy with the HA-type symptom was able to appropriately understand his surroundings and observe other people’s behaviors; he could remediate his own poor activities. The boy with the -CA-type symptom could create activities independently, which in turn, expanded the scope of his interests and activities. Based on these findings, it was suggested that improvement in clumsy body senses promotes self-reliant daily -activities and enhances the self-worth of preschool children.

  Key words : clumsy body senses, outdoor day care, developmental disability, firsthand experience

幼児のコミュニケーションの一様式としてのからかい
―観察・エピソード分析による多角的検討―

  牧亮太*

Teasing as a Mode of Communication in Young Children:
Multidirectional Approach through Observation and Analyses of Episodes

  Ryouta MAKI

  Teasing is defined as provocation accompanied by playful gestures. Because teasing is generally regarded as negative communication, its other aspects have not been studied in detail. This study focuses on situations in which teasing occurs in social interactions of young children to reveal the functions of teasing.
Observation was performed during play, and interactions of 24 preschool children (14 boys and 10 girls) were recorded on videotape. Analyses of teasing episodes revealed that young children tease others in order to start or resume play, generate fun and enjoyment, or make friends. The results suggest teasing in early childhood should be regarded as an important mode of -communication for establishing and maintaining peer relationship.

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

幼稚園における片付けの実態と目標の関連性の検討

  箕輪潤子*　　秋田喜代美**　　安見克夫***
増田時枝****　　中坪史典*****　　砂上史子******

Research of Clean-up Time in Kindergarten

  Junko MINOWA　　Kiyomi AKITA　　Katsuo YASUMI
Tokie MASUDA　　Fuminori NAKATUSBO　　Fumiko SUNAGAMI

  The present study attempted to construct Clean-up scale to investigate how to clean up and the aims of clean-up time in Kindergarten. (1) Kindergarten teachers recognized that they let children clean up flexibly and children -cooperate each other to clean up. Because children are required that they become to do anything by themselves. Teachers also recognize that they hope children to get the rules of group and the sense of peer relationships by clean-up time. But they don’t hope children to get personal skill and sense for clean up so much (2) How to clean up and the aims in clean-up time which teacher recognizes are correlated. Knowledge of practitioner can be seen in how to clean up and in the aim of clean up (3) Kindergarten’s aims of clean up have influences on how to clean up in kindergarten. There are differences how to clean up and the aims of clean up by kindergarten.

  Key words : Clean-up time, Kindergarten, scale, Knowledge of teachers

子育て支援事業における学生参加の意義
―「親子サロン」での「母と子の活動」への支援を通して―

  石塚広美*　　並木真理子**　　杉本信***

The Significance of Students’ Participation in the Project Supporting the Child Rearing:
The Students’ Support the Parents-Children Activity in “Oyako-Salon”

  Hiromi ISHIDUKA　　Mariko NAMIKI　　Shin SUGIMOTO

  The purpose of this study is examination of the learning effect of student’s participation in “Oyako-Salon” that training schools for nursery teachers for supporting the child rearing put into. Subjects were students and children and their parents participated in “Oyako-Salon”. The main data were obtained from the observations of two programs in “Oyako-Salon” through taken video-recording. The two programs in “Oyako-Salon” were presenting activity such as picture book reading and rhythmic activities and communicating activity with parents and children. Results of observations were that there were better communication between students and children through the two activities in “Oyako-Salon”. And between students and parents there were little communication. But parents had the positive evaluation to the students through looking at better communication between students and children and had be satisfied with the students’ participation. In the parents’ description obtained from questionnaire of the student’s participation after the two programs in “Oyako-Salon”, parents had hoped in the students’ participation in “Oyako--Salon” in future. In the students’ self-evaluations, students were clear that there were effectiveness in the next practical training through the experience of the participation in “Oyako-Salon”.

  Key words : supporting the child rearing, students’ participation in the parents-children activity, communicating activity with parents and children

2〜3歳児における言葉を用いた三者間対話の成立要因の検討
―第三者の発話と被参加者の応答に着目して―

 淀川裕美

An Analysis of Factors for Triadic Dialogue among 2?3 Year-Old Children:
Focusing on the Moment When Dyadic Dialogue Widens to Triadic

  Yumi YODOGAWA

  The purpose of this study was to elucidate how 2〜3 year-old children participate in triadic dialogue ? dialogue among three participants. Especially, the focus was on the utterance of third participant who joins into dyadic dialogue, and the response for him/her. The viewpoints for analysis were: 1) was the third participant verbally responded? 2) if so, was the response closely related to the topic in dyadic dialogue? A 2 year-old class at nursery school was participatory -observed for 6 months while their daily activities. The episodes collected were analyzed qualitatively based on Bakhtin’s theory of “addressivity”, “speech subject” and so on.
 The results were as follows: 1) The main factor for not being responded verbally was that the third participant’s -utterance was against the “utterance intention” in dyadic dialogue. On the other hand, 2) the main factor for -being -responded verbally was that the third participant’s utterance followed the “utterance intention” in dyadic dialogue and that they could share their “speech subject”. Especially, it was suggested that if the third participant’s utterance was totally opposite to the utterance of the listener (partner) in dyadic dialogue, then the verbal response to him/her wasn’t closely related to the topic in dyadic dialogue.

  Key words : 2〜3 year-old children, triadic dialogue, Bakhtin, “addressivity”, “speech subject”

3歳児神話との関連で捉えた保育者の子育て観に関する国際比較
―日本・中国・アメリカ・スウェーデンの保育者を対象に―

  齋藤政子*　　伊藤葉子**

A Cross-Cultural Study of American, Chinese, Japanese and Swedish Preschool Teachers’
Perceptions of Childcare for Children Under Age Three

 Masako SAITO　　Yoko ITO

  In Japan the notions of by who and how children under age three should be cared for were found to be related with Sansaiji-shinwa. Sansaiji-shinwa is defined as the notion that if mothers do not care for their young children at home, their development will be negatively influenced. The purpose of the study was to examine preschool teachers’ perceptions of care for children under age three in China, Japan, the US, and Sweden by identifying the factors associated with this issue. Participants consisted of 1821 Japanese, 240 Chinese, 79 American, and 157 Swedish preschool teachers who responded to a questionnaire.
The results were as follows:
(1) Japanese teachers’ understanding was affected by the various factors: attachment theory, attitude on gender equity, awareness of fathers’ role and consciousness of group childcare. In addition, some of them who critically responded to Sansaiji-sinwa tended to lay emphasis on the fathers’ role in childcare and the group childcare under age three.
(2) Chinese teachers perceived the following ideas in a positive light: females with young children entering the work force, the fathers’ role in childrearing, and group childcare under age three.
(3) American teachers had unfavorable opinions of mothers with such young children working outside the home and considered the quantity of care to be important. However, they tended to value children’s multi-attachment and did not consider biological relationships between children and parents as critical issues in childcare.
(4) Swedish teachers responded to the notion of Sansaiji-shinwa negatively, indicating that this was related to their appreciation of women’s workforce, of fathers’ participation in childrearing, and of group childcare under age three. Swedish participants did not regard having biological relationships between children and parents as important in childcare.

 Key words : Sansaiji-Shinwa (the notion of whether or not children under age three should be cared for by their mothers at home), fathers’ role, gender equity, group childcare, preschool teachers

保育者アイデンティティの形成と危機体験の関連性の検討

  足立里美*　　柴崎正行**

Analysis of Linkage between Early Childhood Caregivers’ and Educators’ Formation of Identities and Their Crisis Experiences

  Satomi ADACHI　　Masayuki SHIBAZAKI

  Today’s declining birthrate, increase of nuclear families, and diversification of labor forms in our country ­require great specialty besides “nurturing and teaching children,” what was expected of conventional early childhood caregivers and educators. This change presented a need for establishing new identities to caregivers and educators. It is thought that caregivers and educators experience various crises (important transitional periods) in daily nurturing and teaching and obtain new identities by overcoming them. In that case, what kinds of crises (important transitional periods) are current early childhood caregivers and educators experiencing? The purpose of this study was to examine how crisis experiences relate to caregivers and educators’ formation of identities by analyzing crises based on caregivers’ and educators’ life stages. We conducted surveys among approximately 2700 people who currently work as early childhood caregivers and educators. As a result, it became clear that caregivers and educators experience various crises according to their life stages. However, it was not verified how that was linked to formation of identities.

  Key words : early childhood caregiver and educator, identity, crisis experience, educator support, life span development

保育士からみた院内保育所の問題点

  西村実穂*　　徳田克己**

The Problem with Hospital Daycare Center Seen from the Viewpoint of Daycare Worker

  Miho NISHIMURA　　Katsumi TOKUDA

  The purpose of this research is to find out the work condition of daycare workers in hospital daycare center which draw attention as a part of supporting nurses with their child rearing, their daycare contents, and the problems along with daycare. The survey was conducted to 282 daycare workers who work in hospital daycare center.
 The result of this research is following.
 45% of all hospital daycare workers are substitutes and this is many. About half of them work nights and/or weekends and their work situations are hard. The characteristic of hospital daycare workers is that many of them take care of children with different ages. As for the daycare contents, we found out that the number of children changes often because the parents quit job or their work schedules change and that daycare plans are influenced by the change of the number of children.
 The problem with hospital daycare can be categorized in three: lack of equipments, the bad environments around a daycare, and inadequate use of daycare. Moreover, daycare workers, who work at hospital daycares where offer around the clock daycare service, feel the lack of equipments stronger.

  Key words : hospital daycare center, daycare worker, nurse, child-rearing support

幼児の原体験と両親が抱く子どもの
原体験阻害意識との関連性

  亀　山　秀　郎*

The Relation between Children’s “Protoexperience” and Their Parents’
Perceptions of Impediment to Such Experience

  Hideo KAMEYAMA

  The purpose of this study was to examine the causal relationship between children’s “protoexperience” and their parents’ perceptions of impediments to such experience. The parents of 484 children aged 3 to 5 participated in this study. The participants answered a survey on preschool childrens’ “protoexperience” and what prevents their children from having “protoexperience”. Five factors were found through the factor analysis of the data: Feeling Uneasy, Inexistence of Natural Environment, Burden on Parents, Busyness of Children, and Inexperence of Parents Themselves. Many parents seemed to feel it would require time and trouble to let their children to have such experience. As a result of the variance analysis conducted by dividing the parents into 3 groups on the basis on the amount of their childrens’ “protoexperience”, the mothers of children with a high profile showed significantly low scores in Inexistence of Natural Environment, Burden on Parents, Busyness of Children, and Inexperience of Parents Themselves, while the fathers of children with a high profile showed significantly low scores on Inexistence of Natural Environment and Inexperience of Parents Themselves.

  Key words: preschool children, “protoexperience”, Parents’ Perceptions of Impediment to “protoexperience”

連絡帳の記述に見る保護者と保育者の関係変容過程

  林悠子*

The Process of Constructing Relationship between Parents and a Preschool Teacher:
Analysis of Correspondence Notebooks

  Yuko HAYASHI

  The purpose of this article is to examine the process of constructing relationship between parents and a preschool teacher. The author, (a preschool teacher,) reflected on correspondence notebooks with parents and noticed a change in their descriptions over time. This change takes place in five stages. Stage 1: anxiety, stage 2: informing the teacher of the child’s behavior time at home and, in turn, wanting to know how the child behave at the preschool, stage 3: relief communicating with the teacher and learning of the child’s behavior at the preschool, stage 4: conveying their feeling about working and childrearing, stage 5: sharing the child’s development. There also was the change on the teacher’s reply as the teacher understood parents’ feeling or hope as the background of descriptions. Thus, the relationship between parents and a preschool teacher deepened through their interaction.

  Key words : relationship between parents and a preschool teacher, correspondence notebooks,understanding context of a description