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1952年5月通達「幼稚園基準」 の作成過程にみる
戦後幼稚園政策の方向性

 織田望美*

The Policy Direction of Kindergarten Education in Postwar Japan:
Focusing on the Process of Setting up the “Kindergarten Standards”

 Nozomi ODA

 The purpose of this paper is to clarify the policy direction of kindergarten education in postwar Japan. For this purpose, the essay analyzes the production process of the “Kindergarten Standards”. It was a list of institutional and pedagogical requirements regarding kindergarten education, issued by the Ministry of Education in May, 1952. In particular, the essay examines various preparatory documents that the Ministry of Education and the Civil Information and Education Section generated during the process of drafting the “Kindergarten Standards”.
The analysis shows that while the drafting committee of the standards originally intended to establish the standards to maintain an adequate level of kindergarten education, the committee gradually shifted its agenda so that the standards would not prevent the expansion of kindergarten education. In turning the final draft the committee submitted into the official standards, the Ministry of Education played up expansion of kindergarten education even further. In other words, the initial project of securing an adequate level of kindergarten education clashed with another ideal of ­increasing access to it. As a result, the “Kindergarten Standards” prioritized the latter relatively and was promulgated in May, 1952.

  Key words: Kindergarten Standards, postwar Japan, Ministry of Education, Civil Information and Education Section (CIE)

子どもの心情の理解を実感するフィンガーペインティング体験と
保育者の専門性の意識化

 林牧子*　　��橋敏之**

Finger Painting Experiences Realize Understanding of Children’s Feelings
and Self-Awareness of Expertise in Caregivers

 Makiko HAYASHI　　Toshiyuki TAKAHASHI

  This paper clarifies the factors and processes that raise caregivers’ awareness and understanding of children’s feelings and of caregivers’ expertise after experiencing finger painting. In addition, it aims to investigate how finger painting can be used as a part of the recurrent education of caregivers. The research subjects were caregivers with at least 10 years of experience, and analysis was conducted using the Trajectory Equifinality Approach based on free ­description data provided by the subjects after experiencing finger painting. The analysis revealed a process whereby the experience of finger painting, which has a unique feel, made the caregivers aware of their own childlike nature, ­encouraged the re-recognition of their perception and understanding of children, and raised their awareness of their role as caregivers. In addition, through this research, it became clear that finger painting experience promotes empathetic imagination, because the feelings and sensations that come with finger painting are similar to the feelings and sensations that children experience on a daily basis.

  Key words: finger painting, children’s feelings, realize, expertise in caregivers, Trajectory Equifinality Approach

保育の質の向上を視点とした具体的な行動例示による
教師の行動変容に関する研究
―「積極的なかかわり」を手がかりとして―

  柏まり*　　佐藤和順*

A Study of Behavioral Changes in Teachers through Concrete Behavior Examples
Focused on Improvement of Quality of Childcare:
From the Perspective of “Positive Caregiving”

  Mari KASHIWA　　Kazuyuki SATO

 
This study focused on teacher behavior—a factor that can be used to evaluate the quality of childcare skills. We mainly aimed to test whether kindergarten teachers’ classroom behavior changes in a constructive way after being presented with concrete examples of desirable behavior. For this purpose, the “Positive Caregiving Checklist” was ­utilized as an index to evaluate desirable behavior. First, we divided the participants into an experimental group that participated in seminars on “Positive Caregiving” and a control group that did not participate in those seminars. The childcare provided by them was recorded on a video; next, we scored it and analyzed it on the basis of the findings of applied behavioral analysis. Results indicated that kindergarten teachers engage in more desirable behaviors when they have an image of such behavior in mind.

  Key words: positive caregiving, behavioral changes, kindergarten teacher, evaluation of childcare

乳児におけるロコモーション発達の機能的役割

  船橋篤彦*

The Functional Role of Locomotion Development in Infants

 Atsuhiko FUNABASHI

 This paper has 3 aims: 1) to survey previous research on locomotor development in infants, 2) to ascertain trends in past and current research, and 3) to discuss the functional role of locomotion by infants and children with physical disabilities. Research has revealed that crawling, which infants learn to do at 8 to 9 months of age, promotes sensory, cognitive, social, and emotional development. However, the context for these wide-ranging developmental changes includes individual development in the caregiver and infant as well as development within the infant. Developmental changes need to be studied from both of these perspectives, as this paper has noted. At 9 months of age, infants display social cognitive development and locomotion development.
This paper has suggested that infants may gradually come to better understand the physical environment and social environment around them through movement. Considering findings from research on locomotor development in typical infants and children with physical disabilities, this paper ends by proposing, we suggested the necessity to conduct ­research focusing on experience of locomotion.

 Key words: locomotion development in infants, crawling, children with physical disabilities, locomotion experience

幼稚園における幼児の靴履き行動の発達的検討：
姿勢および四肢動作の機能的変化

 甲賀崇史*

Developmental Study of Shoe-Wearing Behavior in Preschool Children:
Functional Changes in Posture and Limb Movements

Takashi KOHGA

  This study examined how preschool children change shoe-wearing behavior based on the observation of the posture and limb movement. A sitting posture decreased, and a standing posture with or without holding a shoe locker increased as their got older. In the sitting posture, a hand use was changed from holding their posture by touching the floor in sitting to helping squeeze their heel in the shoe. In the standing posture with holding the shoe locker, the older children quite often hooked the shoe by their toe, picked it up and pushed their heel into the shoe by using the friction against the floor in walking. The development suggests the shoe-wearing behavior in preschool children is the transition process from the stability to getting back uprightness.

  Key words: the basic living habits, shoe-wearing behavior, stability, uprightness