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保育カンファレンスにおける保育者の語りの特徴
―保育者の感情の認識と表出を中心に―

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

The Characteristics of Kindergarten Teachers’ Narratives in Early Childhood Education and Care Conferences:
A Focus on Recognition and Expression of Emotion

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

 The purpose of this study is to examine the relationship between kindergarten teachers’ narratives in early childhood education and care conferences and the characteristics of their kindergartens, through focusing on recognition and expression of emotion. The cooperators in this study are 15 teachers in three kindergartens. They discussed three early childhood education and care videos, and we analyzed the expression and recognition of emotion in their narratives. Results of this study show that styles of kindergarten teachers’ narratives differ by kindergarten, and can be sorted as follows:
(1) Analytic narratives based on evaluating the teacher in the video critically;
(2) Sympathetic narratives based on evaluating the teacher in the video as one who teaches as they, themselves, do.

 Key words: early childhood education and care conference, teachers’ narratives, recognition of emotions, expression of emotions

幼稚園教員・小学校教員・幼稚園児の保護者の
「幼児期に重要な体験」に関する認識とその時代的変化

  中澤潤*　　中道圭人**

Differences in Recognition of “Important Experiences in Early Childhood” between
Kindergarten Teachers, Elementary School Teachers and Kindergartners’ Parents

 Jun NAKAZAWA　　Keito NAKAMICHI

  This study examined differences in the recognition of “important experiences in early childhood” between kindergarten teachers, 1st grade elementary school teachers and kindergartners’ parents, and cohort differences ­between 1991 and 2006. In Study 1, conducted in 2006, kindergarten teachers, elementary school teachers and parents all recognized “the experience of forming basic daily habits (e.g., cleaning up)” as important and “the experience of preparing for school education” as unimportant in early childhood.  They also had different recognition of other experiences. For example kindergarten teachers considered autonomy and activities based on children’s own interests and curiosity as important, 1st grade elementary school teachers considered the experience of self-regulation as important, and kindergarten teachers and elementary school teachers considered interpersonal experiences to be more important than did parents. These differences are discussed in terms of differences in the understanding of developmental traits of early childhood, and different demands of kindergarten and elementary school life. Study 2 compared this type of recognitions between 2006 and 1991 and showed no cohort differences among kindergarten teachers. However, parents over the years increasingly recognized educational activities as unimportant, and elementary school teachers came to recognize adaptive and school achievement activities as more important. These results are discussed with regard to maladaptation of 1st grade children and the decline in Japanese children’s school achievement over in the past decade.

  Key words: kindergarten teacher, elementary school teacher, kindergartener’s parent,cooperation and coordination among kindergarten ,elementary school and paren

未就園児をもつ母親の援助要請行動の生起過程
―子育て支援事業への参加目的と援助要請への
促進態度・抑制態度との関連から―

 諸井泰子*　　杉本信*

The Process of Help-seeking Behavior of Mothers with Children Outside of Preschool;
Relationship between mothers’ Purpose of Participation in a Child Care Support Projectand Facilitating Attitude
and Inhibiting Attitude toward Help-seeking

 Yasuko MOROI　　Shin SUGIMOTO

  The purpose of this study was to investigate into the relationship between process of help-seeking behavior in mothers whose children have not entered a nursery school facility and a preschool facility, and promoted attitude and restrained attitude toward help-seeking. 65 mothers participating in a childcare support project answered the questionnaires, which covered the following three points: mothers’ purpose of participation in a childcare support project, and mothers’ facilitating attitude and inhibiting attitude toward help-seeking, and their help-seeking behavior preferences related to child rearing.
The results were as follows:
(1) in comparison mothers’ purpose of participation and achievement to mothers’ purpose of participation，the scores of stress related to child rearing environment, communication between mothers and preschool teachers，and communication among mothers in achievement to mothers’ purpose of participation were ­significantly higher, rather than those scores in mothers’ purpose of participation.
(2) mothers’ facilitating attitude ­toward help-seeking was composed mainly of three factors, and inhibiting attitude toward help-seeking was three ­factors.
(3) the score of mothers’ recognition of need for help was significantly higher than the score performing of help-seeking behavior, and the score of mothers’ recognition of receiving in help was significantly higher than the score performing of help-seeking behavior. Thus mothers recognized need for help, but mothers not performed help-seeking behavior，and mothers not performed help-seeking behavior, but mothers recognized receiving help.
(4) mothers’ ­recognition of receiving in help was related to achievement to Mothers’ purpose of participation and mothers’ facilitating attitude toward help-seeking.

Key words: process of help-seeking behavior, mothers with children outside of preschool, mothers’ purpose of participation in childcare support project,mothers’ facilitating attitude and inhibiting attitude toward Help-seeking

子育て期の母親の友人ネットワークの変遷
―母親の捉える「知り合い」と「友だち」に注目して―

 實川慎子*

Changes in the Friend Networks of Child-rearing Mothers
—Differences between “Acquaintances” and “Friends”—

 Noriko JITSUKAWA

  As the term “Mama-tomo” suggests, mothers recognize their relationships with friends.This study investigated the change in mothers’ networks of friends from adolescence to child-rearing after pregnancy and childbirth, ­focusing on the differences in each mother’s life course. Nine mothers took part in partly structured interviews.The ­results indicated:

1)Each mother had friendships that continued through their pregnancies and childbirth.
2) There were three periods in common after pregnancy: the “low-density”, “shift”, and “expansion” periods. The lengths of these periods differed.
3) After pregnancy, during the low-density period, there was little contact with friends; during the shift period, relationships between mothers formed slowly; and during the expansion period, relationships among mothers formed simultaneously at various places.
4) There were various degrees of intimacy in terms of “acquaintances” and “friends” with ­regard to these relationships

  Key words: relationships among mothers, life course, pregnancy and childbirth, mother’s network of friends, change

幼稚園児同士のトラブル場面への介入における教育実習生の言語行為論的特質
―実習生のプロセスレコードを分析対象として―

  山口美和*

Characteristics in Student Teachers’ Speech Acts at Social Conflicts between Children:
Through the Analysis of Student Teachers’ Process Records

 Miwa YAMAGUCHI

  The purpose of this research is to clarify the characteristics of student teachers’ speech acts (illocutionary acts and perlocutionary acts) through analyzing student teachers’ process-records describing the interactions of kindergarten student teacher and children at social conflicts between children such as physical violence and fought for toys. Process-record is a form of reflection of the episode by describing children’s speech and behaviors, student teacher’s thought, and student teacher’s speech and behaviors as time goes by. 33 cases are analyzed with the 28 categories based on classification of illocutionary acts as “offering”, “asking”, “command”, “forbidding”, etc.
 The results of analysis were as follows:
(1) The interactions at social conflicts were ended by the apology or the concession of toys to other child,
(2) Student teachers tended often to use those “strong” illocutionary acts which make children obey directly as indicating and forbidding, as well as those “weak” illocutionary acts such as explaining, asking, proposing, and confirming

 Key words: speech act theory, illocutionary acts, perlocutionary acts, social conflicts, process-record

アスペルガー症候群の子どもを対象とした保育における環境構成
―コーナーの存在意義の推移―

  湯澤美紀*　　梶谷恵子*

Environmental Settings for an Asperger Syndrome Boy:
Changes in Meaning of a Corner Space in a Classroom

 Miki YUZAWA　　Keiko KAJITANI

  In this study we conducted an eleven-month observation study about influence of environmental settings on an Asperger Syndrome boy, and examined a role of the environment in the education of young children with special needs. We described three phases of how a teacher changed the settings of a space with a sofa, a table, and a shelf of books flexibly through the observation of the boy and other children. We revealed that the space where the boy prepared himself for the next activity at first changed gradually into a space where the boy interacted with his classmates. We suggested an importance of environmental settings constructed flexibly by a teacher through the everyday observation for young children with special needs

  Key words: environmental settings, Asperger Syndrome, teacher, observation study

母親による乳児の泣きの理解と不安

富山尚子*

Understanding of the Mother’s Ability to Recognize Infant Cry from the View of Maternal Anxiety

 Naoko TOMIYAMA

  This study examined mother’s ability to recognize the different sources of infants’ cry and explored mother’s anxiety and negative self-efficacy when they could not recognize the infant cry. One hundred and nineteen mothers lived in Tokyo, Saitama, and Akita, 25 had one preschool child and 94 had one preschool child and another child (6 months or more), were asked to rate some questions about their experiences of infants’ cry and maternal anxiety. The results provided the details of mother’s ability to recognize infants’ cry by mother’s own assessment, and revealed the relationship between social expectations associated with motherhood and the influences of emotional experiences -(maternal anxiety, negative self-efficacy). Moreover, the influence of factors of the number of children was also -revealed. The experience of bringing up the first child would weaken mother’s anxiety and negative self-efficacy in bringing up the second child.

  Key words: infant, cry, recognize, mother’s ability, maternal anxiety

保育実践におけるケアの同心円構造についての考察
―協同の経験によるケアリング関係の構築に焦点を当てて―

 中山芳一*

An Examination of a Concentric Circle Structure in Child Caring Practice
―Focusing on Building Caring Relations through Cooperative Experiences―

Yoshikazu NAKAYAMA

 An element of building a human relationship through “cooperative experiences” was added to a segment of “human relationship” in the Japanese Kindergarten Education Guidelines published in 2008. Against this background, the quality of kindergarten education is going to be challenged from a view point whether or not it is at all possible to facilitate the building of human relationship through “cooperative experiences”.
This paper intends to clarify a process of childcare that assists children of kindergarten age in building human relationship through “cooperative experiences”. It aims to define roles and functions of carers during the process. For that purpose, I have employed a framework of “caring” principles in this paper. By doing so, small children themselves can be regarded as carers and subjects beyond human can be also included in the scope of caring. It also provided me with another benefit of adding caring capability as one metric of evaluation.
 This paper looked into what “a concentric ring structure of caring” is, and thereby developed a hypothesis that caring relationship in childcare assumes multiple-concentric-rings structure.
 We reviewed this hypothesis by directly investigating actual childcare practice. When we reviewed the actual childcare practice, we consciously selected practice records that demonstrated that young children had gained “cooperative experiences” and there were well defined behaviors and awareness of carers. Each aspect of these records was studied to reveal that young children develop relationship by working together with others when they build caring relationship with a wide variety of subjects. It also became apparent that the caring relationship with others becomes deeper when young children can share the same goals and experiences through cooperative experiences, and at the same time it also drives caring ability to improve.
 This study brings light to what it is that is expected of carers who want to make all these wonderful things happen in childcare. That is their ability to accept differing interests and personality of each child and to serve as a coordinator.

 Key words: cooperative experience, caring, multiple concentric circles structure in caring, caring relationship, caring ability

2–3歳児における保育集団での対話の発達的変化
―「フォーマット」の二層構造と模倣／非模倣の変化に着目して―

 淀川裕美*, **

The Developmental Change of Dialogue among 2?3 Year-Old Children at Nursery School Lunch Time:
An Analysis Focusing on the Two-Layered Structure of “Formats” and the Change of Imitation / Non-Imitation

 Yumi YODOGAWAI

 This study aimed to elucidate developmental changes in the dialogue among 2–3 year-old children during lunch at a nursery school. I studied a class of 2-year-olds from the perspective of a participant–observer for 6 months, divided into three periods, each of which consisted of two consecutive months. The data were analyzed in terms of the two-layered structure of Bruner’s concept of “formats”, in which “deep structure” is realized through dialogue and “surface structure” represents the way children link their utterances.
 1) During the first period, children imitated the predication utterances of others. During the next period, children ­imitated others less frequently, and one or two children changed subjects and were followed in this new conversational direction by others. During the last period, more children changed subjects, associating thoughts and memories about their own experiences with preceding utterances.
 2) During the first and second periods, children imitated others’ ­utterances as a form of confirmation, and only one or two children referred to the content of the statements. During the last period, children imitated less frequently and more children referred to content. This study showed that 2–3-year-old children gradually begin to speak using their own words instead of merely imitating those of others, which allows them to change subjects during conversations.

  Key words: peer dialogue, formats, deep structure and surface structure, imitation, qualitative and quantitative analysis

インクルーシブ保育に関する保育者の認識

石井正子*

Perceptions of Inclusive Education Held by Kindergarten and Nursery School Teachers

 Masako ISHII

 This study was designed to identify the structure of the perceptions of inclusive education held by kinder­garten and nursery school teachers. A questionnaire survey was carried out targeting 258 such teachers. The results of a factor analysis identified various influences of inclusive education, including three factors regarding children with ­special needs, four regarding normal, healthy children, and four regarding the teachers themselves.
Teachers who had children with special needs in their class were compared with those who did not. The results showed a significant difference only in items concerning the influence on the teachers themselves. Those who had the experience of teaching children with special needs had significantly higher scores relating to “awareness that their work was challenging and worthwhile” than those having no such experiences, and had significantly lower mean scores for “anxiety and confusion” and “a sense of burden and helplessness.”
Our study also showed that, in teachers with the experience of being in charge of children with special needs, their perception that inclusive education was meaningful was related to their “awareness that their work was challenging and worthwhile,” and that such awareness had influenced their own views of child development and childcare.

 Key words: inclusive early childhood education, perceptions of kindergarten and nursery school teachers, children with special needs, awareness of challenging and worthwhile work, factor analysis

旧公立幼稚園と幼保一体化施設の財政比較
―群馬県六合村1)「六合こども園」を事例として―

  手塚崇子*

Comparison of Public Finance Compare of Unified Institution of Kindergarten and Day Nursery with Former Public Day Nursery
—Case Study of ‘Kuni-Kodomoen’ in Kuni Village, Gunma Prefecture―

 Takako TEZUKA

 There was a municipality that thought whether maintain two decrept public kindergartens or found one new day nursery with inhabitant’s commitment. The municipality is Kuni Village in Gunma Prefecture. Kuni Village founded unified institution of kindergarten and day nursery ‘Kuni Kodomoen’ by using a special district. The purpose is to ­receive resident’s child care demands and needs from 0-years old child care. Then, comparing service and public ­finance of old public kindergartens with Kuni Kodomoen becomes useful information for the kindergarten and day nursery integration facilities of the future.
 In old public kindergarten, a total cost per capita was 1.57 million yen a year and net cost (total cost minus charge) per capita was 1.53 million yen a year. In Kodomoen, a total cost per capita was 0.94 million yen a year (0–1 years old, 2.13 million yen; 2 years old, 1.79 million yen; 3 years old, 1 million yen; 4–5 years old, 0.58 million yen) and net cost per capita was 0.90 million yen a year (0–1 years old, 2.07 million yen; 2 years old, 1.73 million yen; 3 years old, 0.9 ­million yen; 4–5 years old, 0.51 million yen). The reduction of cost is caused by scale merit resulted from increase of children, fall in kindergarten teacher and day nursery teacher’s arrangement standards like the child with high age. In addition, it is a great factor that a young full time teacher joins, and the school lunch is outsourcing.
 In Kodomoen the working expenditure was able to be cut down to 91.2% in fiscal year 2008 though the number of users doubled from old kindergartens. In addition, the group living and the cross — age interaction of child in the district were enabled.

 Key words: public kindergarten, kodomoen, unified institution of kindergarten and day nursery, public finance compare, efficiency

幼児のもつ植物概念の検討
―栽培経験のある野菜の器官と器官のもつ機能の認識に着目して―

 宮城利佳子*

Investigation of the Botanical Concepts Understood by Preschool Children
— Understanding of the Organs of Vegetables that were Cultivated at the Kindergarten and Nursery and of Their Functions —

 Rikako MIYAGI

  This study examined 5- to 6-year-old childrens’ ability to recognize plant structures (roots, lianas, and the ­position of fruit and new seeds) and the functions of plant structures (roots, lianas, leaves, flowers, and seeds) after a cultivation project. Ninety-seven children from two kindergartens and one day-care center were interviewed.
The ­findings were as follows:
(1) Recognition of the plant structures which were well recognized by children (roots, lianas) are not related to remembering personal experience of cultivation of the plant. Recognition of the plant structures which were not well recognized by children (seed, fruit) are significantly better recognized by children who remembered personal experience of cultivation.
(2) The biological functions of plant structures are differentiated among plant structures. They did not related to remembering personal experience of cultivation. But children who remembering personal experience of cultivation were significantly better at providing some function to plant structures.
(3) Children provide function to plant structures with growing and with functions from inferring of appearance.

  Key words: 5- to 6-year-old children, cultivation in kindergarten, plant structure, function of plant structures, vitalistic ideas

社会的関係構造としての子どもの変容
―幼稚園における年度末から年度始めの保育実践の関係論的分析―

 富田純喜*

Transformation of Child as Social Relationship Structure:
An Analysis from a Relational Viewpoint of Child Care Practice
which is at the Beginning of a Fiscal Year from the End of a Fiscal Year in Kindergarten

Tsunaki TOMITA

  The purpose of the study is to clarify the mechanism that transforms the child buried under the child care practice. In that case, the focus is applied to not an inner transformation of the individual but the social relationship structure and the child’s transformation is analyzed. Therefore, it paid attention to the child care practice at time when children’s standpoints and changes in the role appeared remarkably and it investigated. As a result, the following three points became clear. First, the transformation of the child is to do occurrence by taking charge of the “position” prescribed by a “system”, and the “role” prescribed by a “childcare plan” to have made the system reflect in daily childcare. Secondarily, the role is prescribed by “instruction” and “an intention” of the preschool teacher in a “mutual act.” Thirdly, the transformation of the child is made visible by the “evaluation” of the preschool teacher in “the mutual act”. In brief, the child’s transformation does substance in being able not to observe at any time, and using various resources in the social relationship structure in the kindergarten.

  Key words: transformation of child, social relationship structure, kindergarten, analysis from a relational viewpoint

高学歴・高齢出産の母親支援における保育士の感情労働のプロセス

 中坪史典*　　小川晶**　　諏訪きぬ***

A Nursery School Teacher’s Emotional Labor in Support of the Highly Educated and Older Mother

 Fuminori NAKATSUBO　　Aki OGAWA　　Kinu SUWA

  The purpose of this study is to clarify the process undergone in the emotional labor of the nursery school teacher in her support of the highly-educated and older (late child-bearing) mother. In this study, the nursery school teacher chooses 12 episodes from one year, based on some variety, from documents and records in the nursery school, and reflects upon her emotions at the time of each. The Trajectory Equifinality Model (TEM) is used as the methodology. As a result of the study, the following three points have been clarified.
(1) Although it is an Obligatory Passage Point (OPP) when the nursery school teacher supports the mother, she faces two types of dilemma; these are differentiated by the quality of the relationship with the mother.
(2) The nursery school teacher and the mother face two Bifurcation Points (BFPs) in the year, and each changes their recognition of the other person (the nursery school teacher or the mother) through the figure of the young child.
(3) The emotional labor of the nursery school teacher is not made up only of difficult experiences; she controls her emotions strategically for the construction of her relationship with the mother.

 Key words: the emotional labor, the nursery teacher, the highly educated and older mother, Trajectory Equifinality Model: TEM