Yoko ITO

Kyoko TSUKASAKI

Takashi MUTO

Kazuyuki SATO

Yukitake TANAKA

Child care at Seijo-Kindergarten in the 1920-30s

-Education of Eurhythmics by Sosaku Kobayashi-

中・高校生の保育体験学習の教育的効果

伊藤葉子

The Educational Effectiveness of Experience in Early Childhood

Education and Care in Junior and Senior High School Students

 Yoko ITO

  The aim of this research was to clarify the educational effectiveness of Experience in Early Childhood Education and Care (ECEC) in Junior and Senior high school students. The questionnaire was administered to them twice; before and after ECEC; to measure their level of Social Self-Efficacy(SE) for interaction with children. In addition, their behaviors in ECEC were observed using checklists and field-notes. Some of students were interviewed after ECEC.

 The results were as follows :

・    According to the result of questionnaire, after ECEC, their level of SE for interaction with children become higher after their actual interaction with children.

・    N-group students, who had showed lower level of expectation of ECEC and also interest in children before actual social interaction with children, were observed and their behaviors in ECEC were compared to P-group students’, who had showed higher level of interst in them.  It took N-group students a much longer time to start interacting with children than P-group students.

・    NP-group students who showed a feeling of satisfaction from interacting with  children and the upward change in their level of interest in children after ECEC were interviewed. As a result, it was clarified that the process of their social interaction with children was related to their feeling of satisfaction and the upward change in their level of interest in children.

Key Words: Social Interaction with Children

                    Social Self-Efficacy for Interaction with Children

                    Interest in Children

                    Junior High School Student

                   Senior High School Student

保育現場における3歳児の身体接触の変容

塚崎京子　無藤　隆

 Development of Body Touches among Three-year-old Children Observed in Kindergarten

 Kyoko TSUKASAKI,    Takashi MUTO

 The purpose of this study was to clarify the characteristics of touches among three-year-old children and between the children and their teachers in kindergarten, and to examine how the touches developed from the first half of the year to the second half of the year. It was found that mode, frequency, and function of touches changed according to the changes of children’s activities, teachers’ action to children, and their relationships. Among children, touches often functioned as substitute for words at initial stage of their relationship. When touches come to function as complement of words, the number of touches with ambiguous or negative meaning decreased while touches expressing friendship, mediation, or appeasement increased. Meanwhile, teachers frequently touched children to intervene in children’s quarrel at the beginning of kindergarten life. Then, as children got accustomed themselves to kindergarten life and interaction through conversation developed, teachers’ interventional touches decreased. The mode of touches also changed from whole body touches to partial ones. The duration of touches also got shorter. It was clarified that development of relationship, physical experience, wish for attaching with others, and consideration changed touches among children into friendly ones, and that friendly relationship and friendly touches mutually interacted.

 Key words:body touches, three-years-old children, kindergarten life

幼稚園保育者の力量に対する園長らの評価と

力量向上うながすリーダーシップ

―転勤経験をもつ保育者の前・現任園の園長らの比較分析―

 上田淑子

 Supervisor’s Evaluation and Leadership on Kindergarten‐Teacher’s Ability: 

Comparative Analysis of the Present and Past Supervisors

of the Teachers Who Have Undergone Transfers

 Yoshiko UEDA

 Interview research was made with 5 kidergarten‐teachers who were engaged for 8 years and have undergone transfers, and with 10 supervisors of their present and past kindergartens, to know what kind of teacher’s abilities the supervisors evaluated and what kind of supervisor’s leadership promoted the teacher’s ability development. The supervisors most frequently evaluated teacher’s ability concerning understanding of childrn, suggesting infiltration of the today’s thought that it is the most important ability of childcare and education. Two teachers, who were contrastingly evaluated by the present and past supervisors, developed their ability through meeting for study and training within the kindergarten of which the supervisors evaluated the teachers well. These cases also serve as an example showing that the human relationship in which teachers can disclose their real thoughts is necessary for such meeting to work. The present results indicate that to make a good relationship among teachers and to hold meetings on childcare and education frequently are the most important supervisor’s leadership that promotes teacher’s ability.

 Key Words: kindergarten‐teacher, ability of childcare and education, supervisor, leadership, meetings in kindergarten

 生活史的アプローチによる幼稚園教師の

ジェンダー観の揺らぎに関する研究

―ジェンダー・フリー・プログラムを手がかりにして―

佐藤和順　田中享胤

 The research on fluctuation of the gender of the kindergarten teacher by life history approach

: Gender-Free program as a clue

Kazuyuki SATO,    Yukitake TANAKA

  　This research aims at verifying the process of forming the view of gender of teachers by using life history-approach. At the same time, it aims at clarifying change of a view of gender by a gender-free program based on recognition of a teacher. When kindergarten teachers participate in a gender free program, a change began to appear in the contents of childcare. A change has arisen in the consciousness about teacher’s own gender. The change was not the same and was suitable for a gender view formed so far. A gender-free program causes the factor which promotes a view of gender more progressively to a person with a view of the progressive sex role. For teachers with a view of traditional sex role, it causes a change in the opposite direction of a traditional view of gender. This tendancy means the possibility of sexism dissolution in the meaning that a view of gender changes. And it shows that gender-free education is not easy. It shows that the future gender-free program needs a fine program and a suitable environ ment according to the view of gender which teachers have formed till then.

 Key Words: life history-approach, gender-free program, kindergarten teacher,　fluctuation of the gender, childcare

1990−30年代の成城幼稚園における保育の位相

−小林宗作のリズムによる教育を中心に−

 福元　真由美

Child care at Seijo-Kindergarten in the 1920-30s 

:Education of Eurhythmics by Sosaku Kobayashi

 Mayumi  FUKUMOTO

  This paper clarifies social meaning of Seijo-Kindergarten at ‘Gakko-mura (School Villege)’ by Kuniyoshi Obara and some features of its early childhood education of Eurhythmics by Sosaku Kobayashi, considering educational discourse and practice of suburban kindergarten education in the 1920-30s. Education at Seijyo-Kindergarten represents one model of suburban kindergarten. The following three points are examined.

  First, at the school a new style of education was designed according to lifestyle of new middle class in suburbia. It was differed from general framework of national education. Education of eurhythmics was supported and developed by new middle class searching for better health training. Second, Seijo-Kindergarten met at company’s economic demand for Seijo Gakuen and educational demand of parents at the same time. Seijo Gakuen expanded its management through parents needs for ‘excellent children’ and high academic status. Thirdly, educational ethos was formed on a basis of harmonization of children with nature in suburbs. Its modern attitude made great importance at country, where nature was appreciated, and ideal image of it was regarded as one of children coexisting with nature as an educational theory.

 Key words:suburbs, new middle class, eurhythmics, child’s body, nature

幼児の心の理解におけるふり遊びの役割

―物の見立てに注目して―

 杉本直子

 The role of pretend play in young children’s understanding of mind: Focus on object substitution

 Naoko SUGIMOTO

In order to examine the relation of young children’s pretend play and theory of mind, 27 children(3-5 years old) were assessed 2 times over approximately 8 months. Results suggested that early experience in pretense, especially object substitution are related to later performance of theory of mind.

 Key Words: Theory of mind, pretence, pretend play, object substitution, representational ability