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福島県中通り地方における震災後の保護者支援の実情
―ナラティヴの分析から―

  守巧*　　齊藤崇**

The Reality of Support for Parents and Guardians Post Earthquake
in the Naka-Dori Area of Fukushima Prefecture
—From Narrative Analysis—

 Takumi MORI　　Takashi SAITO

  The aim of this study is to clarify the actual conditions of the content and characteristics of communication between nursery teachers and parents from the narratives of public child carers after the Great East Japan Earthquake—namely in Nakadōri, Fukushima Prefecture. Repeated data sampling from primary through to quaternary data provided 12 feature points. There were 2 areas: “education” and “health and welfare.” Carers were in a state of ambivalence: whilst communication with parents and guardians strengthened relationships, excessive information also led to increased fatigue. Additionally, the study further strengthened awareness of the importance of playing outdoors, repeatedly changing and rebuilding practical activities in nurseries.

  Key words: parent-support, The Great East Japan Earthquake, narrative

幼児における手品の不思議を楽しむ心の発達と
対象への親和性との関連

 富田昌平*

Development of Children’s Mind That Enjoys the Wonder of Jugglery
and Its Relationship with Familiarity with Objects

 Shohei TOMITA

  This study examines the relationship between children’s familiarity with objects and their ability to recognize and enjoy the wonder of jugglery. In two studies, four- and five-year-old children were shown jugglery using body dexterity (e.g., the separated finger), the objects used in which were very familiar to the children, and jugglery using materials (e.g., the disappearing cup), the objects used in which were less familiar to the children. In Study 1, the children’s facial expressions and actions while watching the jugglery were analyzed. The results showed that the four-year-olds enjoyed jugglery with body dexterity as much as the five-year-olds did, but not as much in the case of jugglery using materials. However, the four-year-olds reacted to jugglery differently than the five-year-olds did, with the difference manifested in the presence/absence and intensity of joy, fear, imagination, or remarks. In Study 2, the children’s emotion of surprise after watching the jugglery was analyzed, and it was assessed as to whether the cause of wonder was magic or a trick. The study results show that four- and five-year-olds both enjoyed and expressed surprise similarly at jugglery using body dexterity while the five-year-olds enjoyed jugglery using materials as well. However, unlike the five-year-olds, the four-year-olds showed a tendency to seek explanations for the cause of wonder more in magic than they did in tricks.

  Key words: fantasy, enjoyment, jugglery, familiarity, early childhood

外国にルーツをもつ発達の気になる幼児の
就園状況と支援体制の実態調査
―愛知県東部・静岡県西部を対象に―

  名倉一美*　　二井紀美子**

Attendance of Children from Different Cultural Backgrounds with Special Care Needs
in Early Childhood Education and Care Facilities and the Support System for Them
—A Survey in Eastern Aichi Prefecture and Western Shizuoka Prefecture—

  Kazumi NAGURA　　Kimiko NII

  The purpose of this research is to clarify the attendance of children from different cultural backgrounds with special care needs and the support system for them. We conducted a questionnaire survey of 25 municipalities in eastern Aichi prefecture and western Shizuoka prefecture and of 430 Early Childhood Education and Care facilities. As a result, the following facts became clear: i) there are 51 foreign young children with diagnosis of disorder, and 322 ­foreign young children who are not diagnosed but have special care needs, in both public and private facilities, ii) the percentage of special care needs of young children from different cultural backgrounds is higher than that of Japanese children, iii) there are differences among municipalities in support systems such as interpreters and support staffs, iv) there is no institution that understands the situation of all Early Childhood Education and Care facilities in the same municipality, and the municipal administration cannot get a handle on all the children who need special care. From the above, it is necessary to grasp the comprehensive actual condition and to establish a support system including information sharing at the prefectural level.

 Key words: young children from different cultural backgrounds, young children with special care needs, Early Childhood Education and Care facility, gap between municipalities, support system

就学移行期における障害のある子どもへの配慮の引き継ぎ
―なぜ就学前の日常的な配慮が小学校で活用されにくいのか―

 若林紀乃1　　上田敏丈2　　越中康治3　　岡花祈一郎4
中西さやか5　　濱田祥子6　　廣瀬真喜子7
松井剛太8　　八島美菜子9　　山崎晃9

Transferring Considerations for Children with Disabilities in the Transition
from Early Childhood Facilities to Elementary School
—Why is it so Difficult for Daily Early Childhood Facility Considerations to be Used in Elementary Schools?—

 Sumino WAKABAYASHI　　Harutomo UEDA　　Koji ETCHU　　Kiichiro OKAHANA
Sayaka NAKANISHI　　Shoko HAMADA　　Makiko HIROSE
Gota MATSUI　　Minako YASHIMA　　Akira YAMAZAKI

  The purpose of this study was to identify the reasons why information related to considerations for the tran­sition of children with disabilities from early childhood facilities to elementary schools proved difficult to utilize at ­elementary schools. This study also aimed to determine the measures that were necessary to continuously hand over and applied the considerations related to children with disabilities. Based on the results of the questionnaire survey, we concluded that although elementary schools felt it was important for information regarding such considerations to be shared between early childhood facilities and elementary schools, it was clear that they also felt the amount of information regarding the intent of such considerations that was currently handed over was insufficient. Based on interviews, we discovered that the intent of such considerations was “relationship building in groups” at early childhood facilities and “achieving goals” at elementary schools, and these differences in the reasons for such considerations were not shared. This result suggests that the need for assistance from a third party, such as coordinators, should provide opportunities to discuss the intent and utilization of such considerations when they are handed over.

 Key words: children with disabilities, transition, elementary school, early childhood facilities, considerations

喜び・悲しみ・怒りの基本的感情を表す絵における
幼児の色使用と色の好みの関連

中道直子*

Young Children’s Color Use for Three Emotionally Characterized Drawings and Their Color Preferences

 Naoko NAKAMICHI

 Drawing is a major activity for young children, and this is frequently recognized to like a mirror to their mind. However, the question whether drawing actually projects children’s psychologically-relevant characteristics is still unresolved. The present study investigated that young children and adults use specific color to reflect emotionally characterized drawings, and the relationships to their preference of color. Participants (young children: n=29, adults: n=56) were first asked to rank ten colors in order of preference, then to choose one color in outlines of man characterized as happy, sad or angry. The results showed young children used preferred colors in the happy person outline more than adults. This research finding is discussed in light of whether adults can rely on young children’s color use of the drawing to gain information about their emotions.

  Key words: drawing, emotion, color preference, young children

発達が気になる子の保護者が求めている支援
―診断の有無の違いに着目して―連

 佐々木沙和子*

Support Sought by Parents of Children Facing Potential Developmental Challenges:
Focus on Differences Arising from the Presence or Absence of Diagnosis

 Sawako SASAKI

 This study sought to examine the kinds of support sought by parents of children facing potential developmental challenges and differences arising from the presence or absence of a formal diagnosis. Semi-structured interviews relating to the desired forms of support were conducted with parents and guardians of affected children, whereupon analysis was conducted using Steps for Coding and Theorization (SCAT) as a method of qualitative analysis.
As a result, it was found that regardless of the presence or absence of a formal diagnosis, “support for the children,” “settings and environments in which their characteristics are taken into consideration,” and “provision of support-related information” were among the forms of support desired. On the other hand, support desired by those caring for children who had not received a diagnosis included “awareness-raising activities in the community” and “psychological support” for parents and guardians.
In terms of possibilities for community environments and services, the development of playgrounds where children and their parents or guardians could feel at ease and finding methods for providing a variety of information relating to local support options were identified as challenges. Also, regarding support for parents and guardians, it was suggested that at the same time as setting up psychological support mechanisms and establishing support systems that encompassed the guardians themselves, there was also a need for perspectives that inquired into community possibilities for encouraging understanding on the part of people involved with affected parents and children, such as neighboring residents in the local community.

  Key words: children facing potential developmental challenges, parents, presence or absence of diagnosis