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園での仲間遊びにおける
幼児の感情言及文脈についての発達的検討

  岩田美保*

Development of the Context on Young Children’s Utterances about Emotions in Peer Play

 Miho IWATA

  This research investigates the social context of peer play on young children’s utterances about emotions. Three- to five-year-olds were observed in kindergarten on an average of twice a month for a year. Data obtained through the observations were recorded as field notes with a digital voice recorder. Subsequent coding was done from verbatim transcripts. The finding of this study demonstrated that three-year-old children’s utterances about emotions were equally spoken in the context of peer play. In contrast, four-year-old children’s utterances about emotions were particularly rich in the context of “planning/coordinating for symbolic play”, and five-year-old children’s utterances about emotions were richer in the context of “planning and coordinating for play,” In addition, the analysis are presented with respect to the utterances about positive and negative emotions. The results suggested that the influence of social context of peer play on young children’s utterances about emotions changed with age. In general, it is suggested that preschool children acquire the skills of emotional competence across various interactive contexts in peer play situations during their preschool years.

  Key words: social development, early childhood, emotional utterance, emotional competence, peer play