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幼児の母親・保育者の養育への認知と
対人的自己効力感との関連

 園田菜摘*

Young Children’s Perceptions of Mothers’ and Teachers’ Attitudes and Social Self-Efficacy

 Natsumi SONODA

  This study investigated the relationship between young children’s perceptions of mothers’ and teachers’ attitudes and social self-efficacy. Participants were 53 preschoolers aged 3–4 years and 52 preschoolers aged 4–5-years. To examine children’s perceptions of their mothers’ and teachers’ attitudes, the children were administered the Children’s Cognition of Parent and the Children’s Cognition of Teacher tests. The children’s social self-efficacy was also assessed. For the children aged 4–5 years, perceived acceptance by their teachers was found to be positively associated with their social self-efficacy. For the children aged 3–4 years, perceived rejection by their teachers was likely to be associated negatively with their social self-efficacy. No significant correlation was found between the children’s perceptions of their mothers’ attitudes and their social self-efficacy. These results suggest that preschoolers’ perceptions of their teachers’ attitudes have an important impact on their social self-efficacy.

  Key words: social self-efficacy, young children, perceptions of mothers’ attitudes, perceptions of teachers’attitudes

幼児の遊び場の認識：幼児による写真投影法を用いて

 宮本雄太*,**　　秋田喜代美*,**
辻谷真知子*,**　　宮田まり子*,**

Preschool Children’s Recognition of Playgrounds: Adopting Photo Projective Method by Children

 Yuta MIYAMOTO　　Kiyomi AKITA　　Machiko TSUJITANI　　Mariko MIYATA

  This study focuses on Preschool children’s playgrounds and activities, refering to “preschoolers’ recognition of playgrounds”. Moreover, by focusing on the “voice of the child” (Clark and Moss, 2001), this study especially analyzes children’s opinions on their favorite playgrounds, and reconsiders playgrounds from the children’s viewpoint by exploring how they assign meaning to the playground. This research adopts the Photo Projective Method and Personal Interview Method. Eight preschools were chosen for this study, with 196 participants ranging from four to six years of age. After children used cameras to take some three favorite playgrounds, they participated in interviews about the playground of which they took pictures. The result showed that children need both dynamic places and static places, and their needs were influenced by educational considerations of the teachers. Playgrounds were viewed from different perspective by adults’ sight; this highlights the importance of considering the place from the perspectives of children. Moreover, children possessed unique perspectives, which went beyond adults’ assumptions, when assigning a meanings to places. It was found that children were proactive in assigning meaning to places.

  Key words: playground, voice of the child, Photo Projective Method, Mosaic approach, listening pedagogy

幼児期における持続可能性のための教育に関わる
概念理解と実践の実施実態

  井上美智子*

Survey on Japanese Educators’ Concept Understandings and
Practices of Early Childhood Education for Sustainability

  Michiko INOUE

  Education for Sustainability (EfS) emerged in the 2000s with the purpose of building a sustainable society. Environmental education and education for sustainable development are regarded as concepts similar to EfS. With ­regard to early childhood education, some European Union countries, Australia, and Korea have introduced EfS into their national curriculum for early childhood education. Further, world organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and Organisation Mondiale Pour l’Éducation Préscolairettp (OMEP) have shown a high concern for EfS. This study administered a questionnaire to 304 kindergartens and nursery centres in Tokyo and Hyogo prefectures to reveal Japanese educators’ understanding of concepts related to EfS and the way they practise these concepts. The results showed that Japanese early childhood educators are unfamiliar with EfS concepts, as well as those of education for sustainable development, although these educators conducted traditional nature-­based activities well. In addition, the educators who knew these concepts better than others did tended to introduce various activities related to EfS into their practices. This indicates that deeper concept understandings might ­influence early childhood educators’ practices. In this study, the author has also discussed ways to promote EfS in early childhood education in Japan.

  Key words: early childhood, education for sustainability, questionnaire, concept understanding, practice

地域子育て支援における支援者の困難感とその対処

  實川慎子*　　砂上史子**

Difficulties and Coping Methods of Supporters in Regional Child-rearing Support

 Noriko JITSUKAWA　　Fumiko SUNAGAMI

  In this study, we focused on the difficulties and coping methods of supporters involved with regional child-rearing support. Six supporters in a child-rearing support base were interviewed, and the results are as follows. Supporters encountered difficulties related to variation in child-rearing practices and cooperation with outside agencies, in scenarios such as those involving consultations with parents or mediation between parents. Supporters often face a ­dilemma in which it is not possible to undertake an action even if the supporter aims to do so. The thoughts of the supporter are the driving force behind independent actions undertaken to find solutions to difficult situations.

 Key words: regional child-rearing support, difficulties and coping, supporters, interview

明治後期の幼稚園教育における童話の役割
〜「修身的教訓性」と「美感の形成」の対立と共存〜

 北川公美子*

The Role of Nursery Tales in the Kindergarten Education in the Late Meiji Era
—In Terms of Conflict and Concomitance Which Exist between Moral Training Messages
and Formations of Sense of Beauty

 Kumiko KITAGAWA

  There were many changes in the educational thoughts and methods in the educational world during the Meiji era, which had targeted on fostering of human resources for Japanese modernization. The kindergarten education was affected deeply by the elementary school education, which was the basis of the modern educational system. Herbart’s pedagogics was the core part of elementary school education practices in the Meiji 30s, and nursery tales were introduced in the elementary schools. As a result, they were also introduced in the kindergartens. Although nursery tales were used for moral training messages in the Meiji 20s, they had come to have some role as formations of sense of beauty by Herbart’s pedagogics, which had aimed for the cultivation of character. It followed that the nursery tales had conflicting roles such as the moral training messages and the formations of sense of beauty. This paper clarifies what kind of relationship between the moral training messages and the formations of sense of beauty, and the some dynamics of them.

  Key words: kindergarten education, Meiji era, nursery tales, moral training, sense of beauty

保育士におけるソーシャルスキルが
レジリエンスに及ぼす影響の検討

 ��橋あい*

Effects of Social Skills on Resilience in Nursery Teachers

  Ai TAKAHASHI

 Previous studies have highlighted the necessity for nursery teachers to receive concrete assistance so as to reduce work-related stress. In this study, resilience as a personality trait to reduce stress and social skills that con­tribute toward resilience were focused on as key factor in planning suitable assistance for nursery teachers. Several studies have confirmed that social skills contribute to resilience. However, which social skill is more effective has not been clarified. Therefore, the aim of the current study was to examine the association between various social skills and resilience. Eighty-one teachers were administered Kiss-18 Scale (Kikuchi, 1988) and Japanese version of ER89 Scale (Hata & Onodera, 2013). The effects of social skills on resilience were examined using multiple regression analysis. Results showed that conversation and problem-solving skills had a significant influence on resilience. It was suggested that reduction in nursery teachers’ work-related stress could be achieved through social skills training targeted at conversation and problem-solving skills.

 Key words: resilience, social skills, assistance for nursery teachers, reduction in stress

保幼小連携に対する保護者の期待と効果の認識
―子どもの出生順位と年齢の観点から―

  一前春子*　　秋田喜代美**　　天野美和子**

Parents’ Expectations and Recognition of the Benefits of School Collaborations:
a Comparison of Birth Order and Age of Child

 Haruko ICHIZEN　　Kiyomi AKITA　　Miwako AMANO

 This study investigated parents’ expectations and recognition of the benefits of collaborations with early childhood and elementary level educational organizations. A total of 692 parents of five-year-old school children and 700 parents of children in first grade at elementary school responded to questionnaires. Findings revealed that the benefits of certain forms of collaboration were better recognized by parents with a first child at school than by parents with a second or subsequent child, whereas other forms of collaboration showed the opposite effect. Two reasons are proposed: the features of the collaborations and parents’ understanding.
Some forms of collaboration, such as “Discussion with the teacher”, are easily recognized as beneficial; parents with a first child at school appreciated the benefits of obtaining information about their child and the associated positive ­feelings. On the other hand, the benefits of a collaboration like “Participation in event” may be less clear; parents with a first child at school may not understand their purpose or content whereas parents with subsequent children would ­already have had experience and knowledge of such events and be more likely to recognize the benefits of such ­collaboration.

 Key words: collaboration with early childhood and elementary level educational organizations, transition, parents