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子育て世代が望む地域の祖父母世代との交流

 富岡麻由子*　　杉本信*　　並木真理子*　　諸井泰子*

Relationships with Grandparental Generation in Community:
Anticipation of Parents of Young Children

 Mayuko TOMIOKA　　Shin SUGIMOTO　　Mariko NAMIKI　　Yasuko MOROI

 The aim of this study was to investigate the parents’ expectation of relationships with and childcare support from grandparental generation in community, and the relevant factors for that. The study examined results of a questionnaire of 153 parents of young children in day-care center. In consideration of the difference of intergenerational exchange, examinations were done in both rural and urban areas. Factor analysis resulted in the extraction of 3 factors: “Instruction and advisement about child development”, “Day-to-day contact with families” and “Advisement and stress release of childrearing”. The principal results of analyses using t-test and ANOVA for the factor scores were as follows. First, parents who had contact often with grandparental generation anticipated relationships and childcare support from them regardless of areas. Second, parents of an urban area who had relatively frequent contact with grandparental generation hoped for advisement and stress release more than those with less contact. Third, parents of children under six anticipated more interaction and support, if they had experience of contact relatively often.

 Key words: parents of young children, grandparental generation, community, relationships

ごっこ遊び（ままごと）の役割選択の規定因
―愛玩の対象となる役を選択したがる子どもの特性―

 藤木大介*

The Factor in the Selection of the Role in Playing House:
The Feature of Children Who Want to Play Babies or Pets

Daisuke FUJIKI

  Various factors are involved in role selection for children while playing house. For example, children can play roles if they have certain models for them. In addition, they want to play the role that they want to be in the future. Presently, however, the number of children who want to play petted roles (e.g., cat, dog, and baby) is increasing. To discuss the cause of this change in children’s preferences, we investigate whether they want to play the petted roles if they have a cat, dog, or a younger brother or sister as a model. In addition, we investigate whether children who are often scolded want to be a cat, dog, or baby because they are always pettted, and want to play these roles. As a result, we found that the children evaluated as “difficult children” by the nursery teacher wanted to play petted roles.

  Key words: play, playing house, difficult children

母乳哺育についての母親の意識の変容過程に関する研究

 金子省子*

Changes in Mothers’ Perceptions of Breastfeeding over Time

Seiko KANEKO

  The aim of this study is to clarify how mothers’ perceptions of breastfeeding changes over time, starting before childbirth. Qualitative data collected through semi-structured interviews with 15 mothers who were raising infants was analyzed using a Modified Grounded Theory Approach (M-GTA). Based on these analyses, we generated 31 codes, which were subsequently organized into nine non-exclusive categories: advantages of breastfeeding, not being overly focused on breast milk, having a relaxed attitude towards breastfeeding, anxiety about being able to continue to breastfeed, the advantages of baby formula in allowing caretakers other than the mother to interact with the infant , diverse sources of information, infants’ level of satisfaction, mothers’ happiness during child rearing, and mothers as planners. Analyzing the relationship among thematic categories, we were able to develop a storyline describing the change in mothers’ perceptions of breastfeeding over time. The change in perception occurs in three stages: mental preparation for breastfeeding, struggling with how to relate to breastfeeding, and settling on one’s own relationship with breastfeeding. The mothers transition from the “mental preparation” stage to the “struggling with how to relate” stage while being influenced by various familial and social factors. Subsequently, mothers go on to establish their own way of relating to breastfeeding.

  Key words: lactation, breastfeeding, mothers

幼児は自己や他者に関する理解をどのように構築するのか
―一児の1歳8ヵ月から5歳3ヵ月までの発話記録の分析から―

 坂上裕子*

Construction of the Understanding of Self and Others in Early Childhood:
A Longitudinal Case Study

Hiroko SAKAGAMI

 The purpose of this longitudinal case study was to elucidate how understanding of self and others is constructed from around the age of two—when a preschooler starts talking about past events—to around the age of five—an age in which a preschooler acquires abstract and general knowledge of self and others. Narratives of a preschool boy (the author’s son) in daily conversations with his mother (the author) about himself, his peers, and his experiences at a nursery school were examined. The narratives were analyzed from three aspects: content of narratives, comparisons made during narratives, and the narratives related to the past and the future self. As a result, the following four develop­mental phases of understanding of self and others were extracted. Phase 1: Acquisition of comparison styles, attention to characteristic behaviors of the self and others as well as to commonalities and differences of self and others, and construction of understanding related to external attributes; Phase 2: In depth understanding of self and others tied to contrastive external attributes; Phase 3: Start of understanding of self and others in terms of personality trait; Phase 4: Recognition of multiple aspects of self and others (i.e. the behaviors of self and others differ depending on the relationships and situations). Furthermore, it was also revealed that the understanding of the self and others deepened in conjunction with the development of recognition of the temporal continuity of the self and others.

  Key words: Understanding of self and others, Early childhood, Daily conversation, Longitudinal case study

主体性のジレンマを超える保育者の関わりについての省察
―エドワード・リードの生態心理学概念を手がかりに―

山本一成*

Reflection on the Preschool Teacher’s Practice beyond the Dilemma of Autonomy:
From the Viewpoint of Edward Reed’s Ecological Psychology

Issei YAMAMOTO

 Pedagogists have long discussed the dilemma teachers face with regard to their intentions and students’ a­utonomy. John Dewey attempted to rectify this issue using a teaching practice where teachers continually reconsider the meaning of children’s experiences and then adjust their learning environment. Dewey’s theory can be utilized in the practice of early childhood education and care if the concrete description and consideration of teachers’ practice that overcome the dilemma of autonomy are accomplished. This paper is “a research on early childhood educational ­practices by a practitioner” which tries to describe practices that overcome the dilemma of autonomy. In this paper, I attempt to consider the educational practice from the viewpoint of Edward Reed’s ecological psychology, which explains the complex and dynamic relation between humans and the environment. I especially focus on two concepts, “field of promoted action” and “unfilled meaning.” The former refers to the disposition of the environment that promotes appropriate actions on the part of children, and the latter refers to the environment that people act within before they attain comprehension. Finally, I visualized how a teacher can succeed in maintaining “the field of promoted action” and simultaneously pay attention to a child’s autonomy by coordinating the “unfilled meaning” of the environment.

  Key words: the dilemma of autonomy, research on the early childhood educational practices, ecological psychology, transaction, the unfilled meaning