乳幼児教育学研究 第23号 掲載論文要旨
JAPANESE JOURNAL FOR THE EDUCATION OF YOUNG CHILDREN
What Kind of Early Childhood Education and Care Conferences do
Kindergarten Teachers Recognize as Leading to their Professional Development?
| How a Pre-school Child Adopts Others at the First Half Year
Focusing on “the Words that Refer to Others” of a Four-year-old Child
The Change within Preschool in HongKong
—due to Control-regulation Voucher System
|A Study on the Official Certification System without Examination, for Kindergarten Teachers
中坪史典* 秋田喜代美** 増田時枝***
What Kind of Early Childhood Education and Care Conferences do Kindergarten Teachers Recognize
Fuminori NAKATSUBO Kiyomi AKITA Tokie MASUDA
The purpose of this study is following points. (1) We clarify some characteristics of the early childhood education and care conferences to lead to growth that the kindergarten teachers recognize. (2) We clarify how are these characteristics different by the duties of the kindergarten teachers recognize. The methodology is as follows. (1) We carried out the conferences among four kindergartens. (2) We made discourse records and sorted them “self-conclusion type” and “mutual shares type”. (3) 62 teachers choose one from four kindergartens and write the reasons following question. “Which conferences do you think to lead to your growth?” We clarified the following points. (1) Teachers who chose “self-conclusion type” thought that high quality of the utterance was connected for their growth. And teachers who chose “mutual shares type” thought that high quality of the discourse was connected for their growth. (2) The managerial class teachers made much account of relations supported each other. And the non-managerial class teachers made much account of thinking together and variety of contents.
Key words: early childhood education and care conferences, kindergarten teachers, kindergarten teachers of the managerial class, discourse records, professional development
How a Pre-school Child Adopts Others at the First Half Year of Kindergarten:
Machiko TSUJITANI Kiyomi AKITA
This study focuses on the stereotypes that pre-school children grow based on their behavioral characteristics or character temperament, and how they adopt others. The focus is especially on the change from negative perspectives to positive perspectives, and children’s desire to form relationships with others. To explore these, a four-year-old girl in kindergarten was observed for the first half year. The girl’s statements that referred to other children were analyzed based on two points: (1) the perspectives against the other (categorized as positive/negative/other) and (2) the relationship correlations told by the girl (categorized as related to herself or unrelated). Subsequently, the episode-notes were analyzed. Results indicated that in the development process of the girl, “the reduction of anxiety”, “the joyful relationship with another who was seen as negative”, and “the development of a relationship in which the child could assert herself with ease” played a significant role. Finally, results suggested that observing others interact with the target child and receiving a positive approach from the teacher have substantial meaning the child.
Key words: stereotype, others, perspectives, adopt, relationship
The Change within Preschool in HongKong—due to Control-regulation Voucher System
Hong Kong government paid little attention on preschool before 1997. Moreover, as all kindergartens are privately run, the market inclined to focus too much on handwriting even during pre-primary education. However, after returning to mainland from 1997, there is big revolution occurred in this sector. In 2000, Quality Assurance was applied to preschool sector, continually, for giving much more incentives, Quality Assurance was in combine with voucher system from 2007. This control-regulation voucher system (Quality Assurance+voucher system) shows us a brand new possibility in improving the quality in pre-education sector.
Key words: voucher system, Hong Kong pre-school, Quality Assurance, control-regulation, standardized and diversified
A Study on the Official Certification System without Examination, for Kindergarten Teachers
The purpose of this study is to show how the Kindergarten Teachers’ Official Certification System without examination had established. When kindergartens subsequently began to increase in number, kindergarten teachers were required to have an elementary school teaching license. But because the social status of kindergarten teachers was lower than elementary school teachers and their compensation was worse, there were few elementary school teachers who wished to become kindergarten teachers. So, it is important to make the Official Certification System without examination, for kindergarten teachers. In this paper, I gave an outline of the Official Certification System without examination, for kindergarten teachers before enactment of the Ordinance Relating Kindergarten in 1926. Main findings are following: The criteria of examination Official Certification System without examination and the chartering of kindergarten teachers’ training course are based on the elementary school teacher’s one.
Key words: certificate examination system, Official Certification System without examination, kindergarten teachers, kindergarten teacher training