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大学生におけるわらべうた遊びの身体知化プロセス
―保育の専門性向上の一つの視点として―

  湯澤美紀*　　梶谷恵子*　　上田敏丈**　　山本聡子***

A Process of University Students’ Acquiring Traditional Children’s Song and Play as Psychical Knowledge:
A Way of Enhancing Expertise on Early Childhood Care and Education

 Miki YUZAWA　　Keiko KAJITANI　　Harutomo UEDA　　Satoko YAMAMOTO

  In this study we provided university students in an early childhood teacher training course with a program of traditional children’s songs and play consisting of 5 sessions for one year, aiming to enhance their expertise on early childhood care, and analyzed the process of their acquiring psychical knowledge about the songs and play. We interviewed 4 students concerning each session, and analyzed their narratives with the Trajectory Equifinality Model. As a result, we found that the process consisted of three phases: “psychical acceptance”, “an awareness of the issues” and, “psychical knowledge.” The results were discussed from the viewpoint of “resonance with children” (Kusanobu & Suwa, 2009), which was one feature of expertise on early childhood care and education.

  Key words: Japanese traditional children’s song and play, university students, psychical knowledge, expertise on early childhood care and education, TEM

幼児と中学生との“ふれ合い体験”における
各幼児のふれ合いの頻度とふれ合い方
―幼児のクラスに一人の中学生が配属される場合―

 天野美和子*

Frequency and Style of Touching Communication of All Young Children
in the Context of “Fureai Taiken” with Junior High School Students:
In the case of one junior high school student assigned to a class of young children

 Miwako AMANO

  This study observed “Fureai Taiken” program between young children and junior high school students at one nursery school. How often all the children in classes to which one junior high school student each was assigned had physical-touch experiences and what sort they were, during the several days of “Fureai Taiken,” was discussed. The purpose was to clarify how the presence of a junior high school student who joined classes of young children in a ­nursery school to communicate with them influences on human environment for each of the children. As a result of analysis based upon episodes, in the “Fureai Taiken” opportunity where one junior high school student entered a class of several children, only a few of the children communicated frequently with a student, and the remaining children had very little communication with the student, continuing to play only with their regular companions. This situation ­suggested that there is a deviation in the frequency of touching of the junior high school students by the children. ­Additionally, there was a large variety of physical contact actions in terms of the ways of touching.

  Key words: frequency of touching with junior high school students, way of touching with junior high school students, deviation in frequency of touching, experience of young children

多文化状況の相違による多文化共生保育実践の
多様性のM-GTAによる検討

  卜田真一郎*　　平野知見**　　臼井智美***　　戸田有一***

Variations of Multicultural Childcare Practice Alongside with a Difference of the Multi-Cultured Situation:
An Examination by M-GTA

  Shin-ichiro SHIMEDA　　Tomomi HIRANO　　Tomomi USUI　　Yuichi TODA

  This research aims to present a framework for the holistic understanding of multicultural childcare practices beyond just focusing on a specific ethnic group. The framework will locate each practice by the factors of multi-cultured situation. The staff of kindergartens and day care centers were interviewed and their practices in the differently multi-cultured situations were categorized in terms of “visibility of the difference”. The interview data were then analyzed by M-GTA to describe backgrounds, objectives and activities of the practices considering the categorization. The ­result suggests that there would be an axis of the situations between “inclining to assimilation” and “inclining to separa­tion”. Such an axis of the situations may have affected the objectives and activities of the multicultural childcare practices to avoid assimilation or separation. The implications and limitations of these results were discussed.

  Key words: axis of situations of multi-cultured, multicultural childcare practice, M-GTA

保育所における保護者の保育参加を目指した
ポートフォリオの作成

  松井剛太*

Improving Parent Involvement in a Day Care Center through Making Portfolios

  Gota MATSUI

  The purpose of this study is to examine families’ attitudes to their child and day care center teachers through making portfolios. In a day care center, teachers began a one-year trial with 36 families in 0, 1, 2 years old classes. Ethical approval from participating teachers and families was sought before the study commenced. After the trial, participants (mothers and fathers) responded to a questionnaire. Our findings indicate three points. First, mothers and fathers could be easy to have a conversation with other family members through reading portfolios because it was visualized their child’s experiences in a day care center. Second, the effects by portfolios were different between mothers and ­fathers. Mothers were getting several ideas for child-rearing and doing them in home. Fathers became to improve their behaviors to his child. Third, participants started to better understand about day care centers’ practices and thought of their teachers. As a result, using portfolios facilitated sharing positive understanding of children between teachers and families. In conclusion, portfolios are valuable tools to expand positive interaction between family members.

 Key words: parent involvement, portfolios, family, day care center, child-rearing support

幼児の新奇な玩具への遊び行動
―玩具の特性の教示の効果と遊び経験との関連―

 園田菜摘**

Young Children’s Play with the Novel Toy:
Effects of the Instruction for the Toy and Relations to Their Play Experiences

 Natsumi SONODA

  This study aimed to examine the effects of the instruction on and the relations of the play experiences to young children’s play with the novel toy. Participants were 174 3-to-6-year-old preschoolers. The novel toy “Patica” was put in each classroom for five days, and the children who made contact with it were observed. Half of the children were instructed about the characteristics of the toy, and the play experiences of all children were rated by their teachers. It was found that the 3-to-4-year-old children who were instructed were likely to contact with the toy than those who were not instructed. Moreover, for the 5-to-6-year-olds, the more they had experienced pretend or thoughtful play, the more they played with the novel toy in various ways. These results are suggestive of the importance of the instruction and the play experiences to young children’s play.

  Key words: play with the novel toy, young children, instruction, play experiences

幼小接続期におけるカリキュラム開発の基礎的研究
―ねらい，教材，環境構成の視点から―

 池田明子*　　井上弥**　　三村真弓**

A Preliminary Study to Develop the Curriculum for Connecting Kindergartens to Elementary Schools:
Focusing on Teaching Intention, Materials, and Environmental Settings

  Akiko IKEDA　　Wataru INOUE　　Mayumi MIMURA

 The purpose of this study was to obtain key clues to develop the curriculum for connecting kindergartens to elementary schools, through the discussion among kindergarteners and elementary school teachers on the similarities and differences between kindergartens and elementary schools. Five kindergarteners and 4 elementary school teachers participated in this study. Kindergarteners observed some elementary school lessons of 1st graders music, life environment studies, and drawing and manual arts, elementary school teachers observed and attend to nursing at the kindergarten. Then they were asked to discuss on the similarities and differences between kindergartens and elementary schools from 3 viewpoints: teaching intention, materials, and environmental settings. The results suggested that differences in understandings of the significance of teaching materials caused differences in teaching intentions and environmental settings, and that they realized the communalities and continuities of activities of kindergartens and elementary schools, even if there were differences in teaching intentions, materials, and environmental settings.

 Key words: curriculum, kindergarten, elementary school, similarities, differences

保育カリキュラムにみられる生活習慣形成プロセス
―倉橋惣三と及川平治の 『コンダクト・カリキュラム』 受容の違いに着目して―

  平野麻衣子*

Habit Formation Process Found in Kindergarten Curriculum:
Focusing on the Difference in the Receptivity to “Conduct Curriculum” between Sozo Kurahashi and Heiji Oikawa

 Maiko HIRANO

  The purpose of this study is to understand how daily habits had been dealt with in kindergarten curricula ­during the Taisho era. Daily habits had not been covered in education in pre-Taisho era kindergartens since they were not regarded as educational material. However, some kindergartens did view daily habits as educational material, and began teaching them to children through implementation in everyday life after the advent of the Taisho era. The superintendents at these schools researched and made efforts toward the application of American progressive education to actual practice. Among such efforts, this study focuses on the ones by Sozo Kurahashi and Heiji Oikawa and explains the difference between the two in terms of receptivity to the “Conduct Curriculum”, which was developed by Patty Smith Hill in 1923 in order to teach children good habits. In this study, we examined the kindergarten rules of the time, as well as articles by Kurahashi and Oikawa, and analyzed them from a perspective that considers daily habit formation. The results revealed a process in which Oikawa embraced the philosophy found in Hill’s conduct curriculum. With Kurahashi, on the other hand, it became clear that he went through a process of structuring curricula while keeping the focus on the actual lives of children as individuals and in groups. Kurahashi’s curriculum was developed with a consideration of the social implications of daily habit formation among individual children.

 Key words: daily habit, kindergarten curriculum, Sozo Kurahashi, Heiji Oikawa, “Conduct Curriculum”