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パリ在住邦人家庭の子育ての実態と
支援課題に関する探索的研究

 田尻由起*

An Exploratory Study on the Actual Conditions and Support Issues of Child-Rearing
for Japanese Family Living in Paris

Yuki TAJIRI

 In this study, we conducted a semi-structured interview on child-rearing with five Japanese mothers living in Paris to clarify the actual situation and support issues of child-rearing. By conducting a qualitative analysis, parent narratives were organized into four categorical groups. 1) A positive view of French society regarding child-rearing,
2) Anxiety, dissatisfaction, and embarrassment in raising children in France 3) Restrictions on information collection and use due to linguistic barriers, 4) Child-rearing support needs of Japanese families living in Paris). From these results, the actual situation of child-rearing and the current social environment surrounding child-rearing are: �@ social and cultural perceptions surrounding child-rearing in the country where parents live, �A language and cultural barriers, �B child-rearing as a Japanese mother, 3 points were clarified. Regarding child-rearing support issues for infants and children of Japanese families living in Paris, it was important to assess and support them from various aspects, such as understanding the living conditions and the situation of language and cultural barriers. Furthermore, it was shown that it is necessary to consider support that corresponds to the needs of each individual, without imposing one culture or system on the other.

 Key words: child-rearing support, Japanese living abroad, family support

幼児の遊びの場面における探究過程の分析
―「色水遊び」のプロセスに着目して―

 田中珠美*

Analysis of Inquiry Process at the Scene of Infants’ Play: Focus on the Process of “Coloring Water Play”

 Tamami TANAKA

 The purpose of this study is to verify the process of inquiry at the scene of infants’ play, clarifying the elements that capture their mind and to find the characteristics of their inquiring process. As a result of studying the case of the play scene of infants, it became clear that their inquiring process moves in a cycle of two elements, namely,
“notice” and “try” and that the four factors including “think” and “enjoy” are important. It is characteristic of infants to look for and enjoy the play itself. Problem solving or learning is not their goal.

 Key words: infant, play, inquiry process, notice, try

遊び中のリスクに対する認知と考え方の関連性
―KYT図版への指摘数の比較から―

 境愛一郎*　　宮田まり子**　　秋田喜代美***
大澤洋美****　　久留島太郎*****　　箕輪潤子******

Relevance of Perceptions and Attitudes to Risks in Play:
Comparative analysis of the number of indications on KYT illustrations

 Aiichiro SAKAI　　Mariko MIYATA　　Kiyomi AKITA
Hiromi OSAWA　　Taro KURUSHIMA　　Junko MINOWA

The purpose of this study was to clarify the relationship between preschool teachers’ risk perceptions of specific situations and their basic attitudes toward play and risk. A questionnaire was developed to capture risk perception based on a presentation of KYT illustrations (illustrations for hazard prediction) and attitudes toward risk gathered from 12 questions. Responses were obtained from 345 participants at 116 facilities. First, hierarchical cluster analysis, analysis of variance, and multiple comparisons were performed on the 317 responses with no missing data, to typify the thinking. We categorized the respondents’ attitudes toward play and risk as “risk indefinite,” “risk utilization,” or “risk reduction.” Next, an analysis of variance and multiple comparisons were performed among the three groups, the total number of items noted as risks on the KYT illustrations, and the number of items noted by area in the illustrations. The results showed that there was a relationship between risk perception and risk attitudes, with “risk reduction” respondents, who are usually oriented toward reducing risk in the play environment, tending to point out more than members of the other groups.

 Key words: attitudes toward play and risk, KYT illustrations, risk management, risk perception

「当事者性」を生かした地域子育て支援事業の意義
―母親達が支援する側へ移行していくプロセス―

 加藤直子*, **

 Significance of Regional Childcare Support Projects That Utilize “Ownership”:
The Process by Which Mothers Provide Support

 Naoko KATO

  The Regional Childcare Support Center was created to address the declining birthrate, prevent mothers from becoming isolated, and serve as a place for mothers to relieve child-rearing anxiety. As such, what kind of support is needed within the community of the Regional Childcare Support Center? The purpose of this study was to clarify the process by which mothers who gather at community childrearing support centers change from being supported to providing support. In order for mothers to demonstrate a “sense of ownership” and shift from being supported to being supportive, it is important for them to have supporters who also have a sense of ownership and expertise. We also found that mothers develop “situated learning” around other users and supporters, and become more aware of themselves as supporters. These experiences led us to the conclusion that mothers may establish their own way of raising their children together in society, without being confused by other people’s ideas.

 Key words: regional childcare support, “ownership”, “situated learning”, TEM (trajectory equifinality modeling), sustainable society

一時預かり事業の保育者に特有の実践知
―クラス担当保育者の語りとのずれに着目して

 加藤望*

 Practical Knowledge Specific to Childcare Teachers in Temporary Care:
Focusing on the Gap between the Narratives of Ordinary Childcare Teachers in Charge of a Class

Nozomi KATO

  In this study, we clarify the practical knowledge that each childcare teacher has formed based on their own childcare practices by conducting focus group interviews concerning childcare scenes from the temporary childcare system. By focusing on the gap between the narratives of childcare teachers in charge of the permanent classes and the childcare teachers in charge of temporary care, the practical knowledge characteristics of the temporary childcare system is clarified. As a result, it became clear that the practical knowledge that is characteristic of temporary childcare systems includes: (1) knowledge that focuses on bridging the gap that arises when children who spend most of their daily lives at home spend time at childcare facilities, (2) knowledge that takes charge of childcare in a fluid and flexible manner according to the situation at hand, and (3) knowledge that makes full use of the physical environment to compensate for the lack of manpower and information about the children.

 Key words: community child and childcare support project, temporary childcare system, childcare teacher, practical knowledge, multivocal visual ethnography