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幼児における運動遊びの種類による4か月後の影響の違い

  松嵜洋子*

Differences in Influences after Four Months According to Physical Play Types in Young Children

  Yoko MATSUZAKI

  We investigated the differences in influences four months after physical plays according to the play types in 528 young Children aged four and five years attending preschool or kindergarten. Each preschool and kindergarten ­selected a program from “ball-play,” “mat-play,” and “Ninja-play” to work for four weeks. Parameters of physical ability were measured before and four months after the program: shuttle-run, standing-long-jump, jump-and-pass-under, body-support-duration, ball-catch, and ball-throw. The results showed an improved physical ability after the program than ­before the program. Different parameters were improved among the play types. The parameters containing playing movements were improved in “ball-play” and “mat-play” groups, while improvements were seen also in “ball-catch,” “ball-throw,” and “body-support duration” in “Ninja-play” group doing up-and-down and avoidance movements although infants had not experienced the tested movements. The physical plays containing various shifting movements were found to contribute to the physical ability improvement.

  Key words: early childhood education, physical play, educational program, locomotion

明治期『婦人と子ども』にみる幼小の関係
―教育体系の中に位置付けられるための幼稚園とは―

 北川公美子*

Relations between Kindergarten and Elementary School on the Journal“Fujin to Kodomo” Articles of the Meiji Period:
Whereabouts of the Kindergarten in an Education System

  Kumiko KITAGAWA

  Kindergarten was placed as the same educational institution as school at the dawn of the preschool education in Meiji period. However, the position of kindergarten was ambiguous in actuality, it might not be recognized as the place of education. Moreover, it was hard to find continuity from kindergarten to elementary school even in the strong trend of spreading elementary school as an essential problem of Japanese government. In this study, bibliographic survey of the journal “Fujin to Kodomo (Women and Children)” was conducted to examine relations between kindergarten and elementary school from the viewpoint of elementary school. The relationships were clarified from the point of needs and problems toward kindergarten in the journal “Fujin to Kodomo” article.

  Key words: kindergarten, elementary school, Meiji Era, “Fujin to Kodomo”

保育者のいざこざ場面に対するかかわりに関する研究
―発生の三層モデルに基づく保育行為スタイルに着目して―

  上田敏丈*

Daycare Teachers’ Behavior and Children’s Troubles:
Focusing on Teaching Styles Based on the Three Layers Model of Genesis

  Harutomo UEDA

  Teachers of early childhood education employ unique teaching styles characterized by their individual ­approaches. This study investigated formative factors in daycare teachers’ styles. The researcher videotaped blocks of 1–1.5 hours of interaction between a number of children and teachers at daycare centers, from November 2011 to ­November 2012. The resulting narrative data was collected and analyzed through the SCAT (steps for coding and ­theorization) and TEM (trajectory equifinality model) qualitative methods. The study found that teaching styles could be classified into three types: invention, non-invention and group-oriented. It also found that there were four factors in the development of teaching styles: 1) physical approaches, 2) atmosphere, 3) children’s independent problem solving abilities, and 4) children’s expectations of invention. Overall, it found that teachers’ approaches led to differences in teaching styles.

  Key words: Teaching styles, Troubles, SCAT, TEM

視点取得を促す介入は幼児の謝罪を動機づけるか

  芝�ｱ美和*　　山崎晃**

Does Intervention that Encourages Taking Other’s Perspective Motivate Young Children to Apologize?

  Miwa SHIBASAKI　　Akira YAMAZAKI

  This study was conducted to examine the effect of cue that encouraged taking other’s perspective. We tested apology and guilty of 40 four-, 41 five-, and 42 six-years-old children by stories which manipulated whether cue that ­encouraged taking other’s perspective in a situation where a victim was apologized was given to the participants or not. We found that all ages children were more likely to select apology/confession as perpetrator’s behavior in situation that cue was given than in no cue situation. However there was no difference in both the intensity of guilty and inhibition of transgressions between two conditions. Additionally, we found that six-years-old children who felt guilty and ­apologized /confessed did not tend to commit the same transgression. Without cues, four-years-old children with less guilty tended to commit the same transgression.

  Key words: apology, guilt, perspective-taking, intervention

5歳児後期にみられる協同的な活動の分析
―3つの協同と学び―

 工藤充枝*　　無藤隆**　　佐久間路子**　　齋藤久美子***

An Analysis of Collaborative Activity Observed in a 5-year-old Kindergarten Class:
How Learning Emerges Through 3 Types of Collaboration

 Mitsue KUDO　　Takashi MUTO　　Michiko SAKUMA　　Kumiko SAITO

  This study examined the process of how “collaborative learning activity” proceeds in kindergartens. We ­observed the process of how 5-year-old class children in their latter half period of a kindergarten produced specific playthings set as goals while they were divided into 5 groups to make their objective of constructing the kindergarten festival concrete. We analyzed the activity in terms of 3 cooperative acts, i.e., perceptual, bodily, and verbal acts, which emerged during the children’s collaborative activity to pursue their objective and goals. The process of the activity were sorted out into 7 activity process, i.e., setting objective and goal, creating design, making design concrete, changing design, assigning tasks, festival, evaluation post-session. The results showed that young children’s “learning” occurred in the stream of activity processes of the collaborative activity, which were cumulated with proceedings of activity ­towards the children’s power to see through and judge the next activity for considering how to act.

  Key words: kindergarten, 5-year-olders, collaborative activity, goal-oriented, learning

保育者の省察に基づく事例研究の方法論
―子どもたちとのかかわりを通して―

 西隆太朗*

On the Methodology of Case Study Based on the Reflection of the Child-caretakers:
Focusing on the Relationship with Children

  Ryutaro NISHI

 This article explores the methodology of case study based on the reflection of the child-caretakers. It is pointed out that the subjective commitment of the child-caretaker is the important starting-point for the case study.
The method of the case description is discussed, and the importance of the following considerations is shown; discrimination of the level of description of various case material; clarification of how the child-caretaker participated in the case; the style that conveys the impression of life of the case.
In terms of the case interpretation, it is necessary to clarify how the interpretation links to the case material. The subjectivity bias can be best avoided in this procedure. Also the practical validity, intersubjective confirmation, and careful reception of the feedback from children are shown useful for adding to the interpretation. The need to foster the development of the community of practice in case study is suggested.

  Key Words: methodology, case study, reflection, subjectivity, commitment

2–3歳児の保育集団での散歩場面の対話のあり方の変化
―身体の位置，媒介物と話題，模倣/非模倣の変化に着目して―

  淀川裕美*, **

Dialogue Changes among 2–3 Year-olds during an Outdoor Walk at a Japanese Day Nursery:
An Analysis of Position Changes, Mediational Means, Topics, and Use of Imitation/Non-Imitation

 Yumi YODOGAWA

  This paper aimed to elucidate changes in the dialogues among 2–3 year-old children during outdoor walk at a Japanese day nursery. The class was under participatory observation for six months, and episodes were analyzed qualitatively for 1) the physical position of children, 2) mediational means and topics, and 3) their use of imitation/non-­imitation. The ­results are as follows. 1) Initially, the children spoke only to those nearby, but later they talked while walking together or to others further away. 2) Likewise, the children initially used concrete objects (for example, items they found) as mediational means but later did not always rely on such objects, focusing instead on things such as feelings that they could not see. 3) At the beginning, the children only told others what they thought but later responded to each other with relative content, and also enjoyed imitating each other while walking together. The results suggest that, during the outdoor walks, a willingness to share what they or others found brings about peer dialogue. Compared to lunch time, when children have to sit still, or indoor/outdoor play, when children become focused on their activity, walking outdoors enables easygoing peer dialogue focused on the many things found outside.

 Key words: group interaction, peer conversation, qualitative analysis, socio cultural approach

祖父母世代が望む地域の子育て世代との交流
―都市地域と農村地域との比較を通して―

  並木真理子*　　杉本信**　　富岡麻由子***

Regional Comparison of Grandparental Generation’s Anticipation of Interaction with Child-rearing Generation

  Mariko NAMIKI　　Shin SUGIMOTO　　Mayuko TOMIOKA

 The purpose of this study was to investigate the hopes of grandparental generation to interact with child-­rearing generation in community for childcare support. Factor analysis resulted in the extraction of 3 factors: “Advisement about child development and child-rearing”, “Cultural transmission” and “Day-to-day contact with families”.
The principal results of analyses are below: First, those who had relatively more chance for interaction strongly ­desired to support young generation. Second, the grandmother generation had desire for advisement and cultural transmission regardless of the inhabited area. Third, those in rural area had a stronger preference for interaction than those in urban area.

  Key words: grandparental generation, child-nurturing generation, intergenerational exchange in community, regional comparison

幼児の「挑戦的活動」はどのように展開していくのか
―「木登り遊具」に挑むA男の事例から―

 境愛一郎*　　中坪史典**　　中西さやか***

How a Young Child’s Challenging Activities are Developed:
From the Cases of the Challenge to Tree-climbing

  Aiichiro SAKAI　　Fuminori NAKATSUBO　　Sayaka NAKANISHI

  The purpose of this study is to clarify how Challenging activities are developed by the young children. Challenging activity is defined as those that are unfamiliar or difficult for children to reach a goal. The object of this study is the cases of a 4-year-old boy’s challenge to “tree-climbing playground equipment” at a kindergarten. For it, M-GTA, which is a qualitative research method, was used. The results showed that a 4 years-old boy’s challenging activities are developed with structure like a balance. The following three factors were involved in the structural model: 1) the existence and relationship of a factor influencing the development of child activity, 2) the role of others as activity starters and activity continuation promoters, and 3) the effects of accumulated experience of an activity, in terms of their decreas­ing of the worth of the activity. The study found that a challenge often changes into a performance aimed at receiv­ing an extrinsic reward.

  Key words: Challenging activity, M-GTA, Children’s activity, Interaction with others, Motivation of challenges

幼児・児童における表情による怒りの主張的表出の発達
―他者信念の理解との関連の検討―

 平川久美子*

The Development of the Assertive Facial Expression of Anger in the Preschool and
Elementary School Children, in Relation to the Understanding of False Beliefs

 Kumiko HIRAKAWA

  The purpose of the present study was to investigate the relation between the assertive facial expression of anger and the understanding of other’s false beliefs in the preschool and elementary school children. In the experiment, 180 children aged from 5 to 7 were given “facial expression tasks” and “false belief task”. In “facial expression tasks”, they were presented hypothetical stories involving the interpersonal conflict with peers and were asked to the facial expression of the protagonist. As a result, 7-year-olds chose the more intense anger facial expression than 6-and 5-year-olds when the protagonist expressed his emotion only by face. Moreover children with the ability to understand other’s false beliefs chose the more intense anger facial expression than children without the ability. Therefore these results suggest the ability to understand other’s beliefs is an important cognitive basis for the assertive facial expression of anger.

  Key words: Assertive Facial Expression, Anger, False Beliefs, Preschool Children, Elementary School Children

遊びのなかで生起する空間と親密性との関連についての検討
―一人遊びから仲間との遊びへの移行過程に着目して―

  高櫻綾子*

Relations between Sharing of Space during Play and Intimacy:
Focusing on the Process of Change from Solitary Play to Interactive Play with Peers

 Ayako TAKAZAKURA

 Based on observations of a nursery school class of 3-year-olds, this study focused on the interactions and relationships with others of a boy who often played alone to examine how spaces of play were shared as the condition of play shifted from playing alone to interactive play with peers. Interactions and relationships with others differed among the six types of space shared. There were correlations between sharing the space of play and mutual changes in both interactions and relationships with others. Joint play occurred by mutual changes in the degree of sharing a space and intimacy with the space in play together.

  Key words: sharing the space, intimacy, play, 3-year-old children

保育者志望学生とその他の学生の母親役割の認知の差異
―自己愛パーソナリティ特性と援助要請態度が与える影響―

  太田仁*　　大森弘子**　　坂口哲司***

Difference in Perception of Maternal Roles between the Students
Who Want to be Childcare Workers and Other Students:
The Effect of Difference in Narcissistic Personality Trait and Help-seeking Attitude on the Perception of Maternal roles

 Jin OTA　　Hiroko OHMORI　　Tetsuji SAKAGUCHI

 In order to identify the difference in the perception of maternal roles between the female students who want to be childcare workers (111 participants) and other students (176 participants), this study examined the influence process of narcissistic personality trait, through help-seeking attitude, on the perception of importance of maternal roles. NIPI-S (Oshio, 1998) was used to measure narcissistic personality trait, the help-seeking attitude scale (Ota & Abe, 2012) to measure help-seeking attitude, and the scale, consisting of 3 factors reflecting work-life-balance, was made to measure maternal roles. 3 factors of narcissistic personality trait affected each factor of help-seeking attitude; however, there was the difference in influence process between students who wanted to be childcare workers and others. It was found that the autonomous help-seeking attitude, the subscale of help-seeking attitude, showed the positive effect on all 3 factors of maternal roles for all the students.

  Key words: narcissistic personality trait, help-seeking attitude, maternal roles, college students who want to be childcare workers