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自然体験型プロジェクト活動が
子どもの科学的認識に及ぼす効果
―雪・氷から水への変化に着目して―

  後藤みな*

The Effects of Project Work Based on Nature Experiences on Children’s Scientific Perceptions:
Focusing on the Change from Snow and Ice to Water

 Mina GOTO

 
The purpose of this paper was to develop a project work based on nature experiences (PBN) in a class of three-year-old children and to clarify the effects of the PBN on children’s scientific perceptions of changes in water states. Interviews regarding the changes in water states were conducted before and after the PBN, and the data were analyzed by using the KH Coder. As a result, the following points were clarified. 1) The children’s perceptions of the change from snow to water were significantly changed after the PBN; 2) the children’s perceptions of the change from ice to water were significantly changed after the PBN; 3) the children’s perceptions of the change from water to water vapor were low. No change was observed before and after the PBN. Consequently, it was confirmed that the PBN is feasible for three-year-old children, and the PBN was effective in changing children’s scientific perceptions.

  Key words: project work based on nature experiences, experiences in nature, scientific perceptions, changes in water states, three-year-old children

保育環境としての通園バスの特質と機能：
車内での活動内容と運行時刻表との関連性に着目して

  境愛一郎*

Characteristics and Functions of School Buses as an Environment for Early Childhood Care and Education:
An analysis of the relationship between children’s activities and bus operation timetables

 Aiichiro SAKAI

  This study aimed to clarify the characteristics and functions of a school bus as an environment for early childhood care and education. First, children’s activities on the bus were collected and classified by observation and qualitative analysis of a school bus operated by certified centers for early childhood education and care. Then, by arranging the extracted activities in alignment with the bus operations’ timetable, the tendency of the occurrence status and the content characteristics of the activities on the bus were clarified. The analysis revealed that children’s on-bus activities were roughly divided into five categories, and their characteristics and trends were closely related to the operation timetable, for both in- and outbound trips. Finally, four bus activities’ characteristics were clarified: “Activities are gradually developed or inevitably dismantled by children’s getting on and off;” “Cultures of different places such as homes, centers, and areas interaction;” “The nature of the place changes in parallel with the bus route;” and “The activities depend heavily on the location and constraints of the seats.” We also found that the bus functions not only as a means of transportation but also as an environment for children to experience various relationships and cultures, and it supports the contextual transitions of children’s lives.

 Key words: school bus, environment for early childhood care and education, operation timetable, place functions and characteristics

多様な文化的言語的背景をもつ幼児の
萌芽的リテラシーへの興味関心と語彙発達および
クラスの言語環境に関する保育者の意識との関連

  篠沢薫*　　松嵜洋子**

Relationship between Emergent Literacy Interest in Young Children from Culturally
and Linguistically Diverse Backgrounds with Vocabulary Development
and the Perceptions of Preschool Teachers

  Kaoru SHINOZAWA　　Yoko MATSUZAKI

  Emergent literacy (EL) is the developmental precursor to early literacy and includes skills, knowledge, and attitudes (Whitehurst & Lonigan, 1998). Monolingual preschool children’s EL development is related to EL interest. Recent studies have clarified the links between EL interest and classroom EL environment as well as between EL interest and children’s EL development. However, no study has investigated the links between EL interest and EL development in the context of young Japanese children from culturally and linguistically diverse backgrounds (CLD), or the links between EL interest and the perceptions of preschool teachers. This study investigates: (1) links between EL interest and EL development in CLD children, and (2) links between CLD children’s EL interest and the perceptions of preschool teachers. In this study, Japanese receptive vocabulary development serves as a measure of EL development. The results show that (1) there is no link between EL interest and EL development in CLD children, and (2) there is a link between CLD children’s EL interest and the perceptions of preschool teachers. The perceptions of preschool teachers, in which they would like to support CLD children’s EL interest through communication by talking, is important for EL development in CLD children. Furthermore, preschool teachers should understand that CLD children differ from monolingual children in that even if CLD children’s EL interest is high enough, it is not linked with Japanese receptive vocabulary development. The goal of future research should be to develop optimal teaching methods that are suitable for the developmental process of CLD children.

 Key words: young children from culturally and linguistically diverse backgrounds, emergent literacy interest, vocabulary development, language environment, perceptions of preschool teachers

母親が遊び手として親子遊びを楽しむとき：
日常的役割からの解放と親子の関係性の緩まり

富岡麻由子*

When Mothers Find Parent-Child Play Enjoyable as Playmate:
Release from Daily Roles and Looseness of Parent-Child Relationship

 Mayuko TOMIOKA

  The purpose of the present study was to explore the enjoyment of parents as playmate in parent-child play. 8 mothers with a child 2 to 5 years old completed semi-structured interview in which they described the episodes and the feelings in parent-child play experience. The episodes from parents’ narratives were analyzed qualitatively from the aspect of changes in roles and relationships between parents and children during the play. It was found that getting absorbed in play led to moving away from parental role awareness and the norms of “adult” behavior. Interacting in a different way than usual, which meant their relationship had horizontal or reversal qualities brought positive emotions such as enjoyment, happiness and a sense of liberation to parents. Results were discussed from parents’ agency, changes in children’s attitudes, and temporal and contextual limitedness of play.

 Key words: mother, parent-child play, playmate, daily roles, parent-child relationship