箕輪 潤子

<p>4歳から小学2年生までの子どもの発達調査を全国5地域で縦断的に行い，4年間の協働性のデータが全て揃っている318人の子どもの人とかかわる力の伸びの様相の分析を行った。協働性と自己調整の観察評定値は，年齢が上がるにつれて全体平均では伸びているが，四分位数の中央値で高群・低群に二分して4年間の変容を見ると，協働性も自己調整も16種類に分散され，一人一人異なる様相を見せながら育っていっていることが明らかとなった。社会情動的スキルは一定の発達曲線をたどっていかないこと，一人一人に応じた質の高い保育及び環境の必要性が示唆された。</p>

In order to depict a mechanism of preschool teachers' ways of learning at their on-site training session, this study consists of two research projects: project 1 is to clarify preschool teachers and directors overall learning experiences through on-site training session, and project 2 is to examine ways of preschool teachers' and directors' learning process at their actual on-site training session. As results, the feel-secured atmosphere of on-site training session facilitates preschool teachers learning process and making practice visible and being aware of its importance through exchanging their minds and thoughts with each other are considered as what they learnt at the session. In order to give on-site training sessions a structure, it is implied that examining its phase, each teachers learning process, and their interweaving mindsets emerged between within inner-self and interaction with others is crucial.

<p>本研究では，４歳児６月片付け場面における時間の制約に伴って生じる葛藤に対して，保育者がどのような援助を行うのかについて，園の片付けの特徴を踏まえて明らかにすることを目的とし，分析を行った。その結果，①殆どの保育者が，子どもの思いを受容したり認めたりした上で，時間に間に合わないことに関わる援助を行うと考えていること ②園が普段行っている片付けの実態と保育者の援助方法に関連があること ③園によって時間に間に合わないことについての援助に特徴があることが明らかになった。</p>

This study investigated the differences, depending on the time of year, in preschool clean-up time used by teachers. It analyzes preschool teachers' narratives based on videos of clean-up time in June and October in a class of four year olds. The results were as follows: (1) The teachers in both June and October respect children's play. However, in October the teachers expect the children to clean up after themselves. (2) In June, teachers constantly emphasize the need to clean up to the children, but in October they don't need to mention it so often. (3) In June, teachers clean up first and then work together with the children, while in October they mainly leave this work to the children. (4) In June, teachers instruct directly and concretely, while in October teachers instruct indirectly and generally. (5) Because clean-up time becomes part of the daily routine, differences of practical knowledge between June and October occur. (6) The differences of practical knowledge depending on the time of year are related to the preschool curriculum, teaching plans and children's developmental changes.

本研究の目的は,戸外と室内という状況の違いによる幼稚園の片付けの実践知を明らかにすることである。戸外と室内の片付け場面の映像に対する3園の保育者の語りを,質的コーディング(佐藤郁哉,2008)の手法を用いて分析,考察した。その結果,次のことが明らになった。(1)戸外と室内に共通して,保育者は主に子どもの遊びを尊重する,片付けを実行する,言葉かけを工夫する,次の活動の見通しを与える,などの方略を組み合わせて片付けを進める。(2)戸外では,活動範囲が広く空間の移動を伴うため,保育者は子どもとの距離に配慮する。(3)戸外では,満足感や必要感から子ども自身が遊びを終えるように,保育者は遊びを尊重したかかわりを行う。(4)戸外では,子どもとの距離の配慮の仕方や,遊びの尊重と片付けの実行とのバランスは,園の構造的特徴に影響される。(5)室内では,空間の移動がないことなどから,保育者は遊びと片付けが重複する状態で片付けを進める。(6)室内では,保育者は子どもとかかわりながら一緒に片付けを進め,言葉かけに留意し工夫する。

本研究の目的は,保育カンファレンスにおける保育者の談話スタイルと,その規定要因について検討することである。本研究では,4つの幼稚園における22人の保育者を対象に,保育ビデオの場面について話し合ってもらい,談話の内容を分析した。研究の結果,保育者の2つの談話スタイルとその規定要因として,以下が見出された。(1)同僚のことばの相互共有が高いスタイル。このスタイルは,(a)「〜ね」という終助詞,(b)相槌の役割,(c)相手の発言を自分のことばで置き換える行為に規定されていた。(2)同僚のことばの相互共有が低いスタイル。このスタイルは,(a)状況分析,(b)批判的思考,(c)発言者の順序性に関する秩序に規定されていた。

The purpose of this study is to investigate the relationship between preschool teachers' practical knowledge and preschool characteristics. This study analyzes three preschool teachers' narratives based on a video of "Clean-up Time". The results suggest that (1) all preschool teachers have a common purpose; the children should participate in clean-up time voluntarily, but (2) each preschool teacher has her own practical knowledge about what "Cleanup Time" means. (3) This practical knowledge held by the teacher is connected to the particular characteristics of that teacher's preschool such as the area of playground, the number of teachers per a class and the daily time schedule.

本研究では,3歳児から5歳児までの砂場における穴掘り遊びについて,ガーヴェイがごっこ遊びに見られると述べた「プラン」「役割」「物(の見立て)」「状況設定」という枠組みを用い,発達的検討を行なった。その結果,年齢があがるに従って,穴の掘り方のバリエーションが拡大し,穴を掘る際の道具の選択も行なわれるようになっていくことが明らかになった。また,発達によって,子どもが行なう行為の傾向が異なり,その結果行なわれる遊びの傾向も変化していくことが示唆された。

In this study, Japanese 3-5-year-old children who play with sand and make sand mountains are observed. As the result, 3-year-old children discover the nature or sand by playing with sand, and they learn how to make mountains using sand by watching their peers who play alongside them. Children as young as four can access this knowledge of the nature of sand and readily develop the skills to make mountain with sand. They also have social skills at this age that allow them to cooperate with peers in the making or sand mountains. Moreover, children of five developed cooperative play by dividing up areas of "work" in making sand mountains.

Internationally, many researchers have studied the issue of quality in early childhood education. This paper reviews what the term ""quality"" means, and how it is studied. First, the paper discusses international research trends and suggests two political strategies and two curriculum traditions that have led to two discourses: the discourse of evaluation and that of meaning-making. Then, Japanese research on the issue of quality is reviewed, and the paper clarifies that Japanese research has focused mainly on issues of quality that are related to professional development and what constitutes professional development for early childhood teachers. Finally, research on measuring quality is reviewed; this review shows that internal evaluation is needed and that there are differences between the evaluation performed by outsiders and that undertaken by insiders.

This research examined what kind of images are verbally and visually exchanged between infants during group play with sand. While they played with sand, their roles, plans, objectives, and circumstances were analyzed. It was clear that they exchanged and shared their images of themes, plans, roles, and associations through some verbal communication, but mostly through their movements with sand, and furthermore that they use the sand itself to communicate with each other through their movements with sand. The study suggests that children exchange and share their images, often in unspoken ways, through their movements with sand and the sand changed by their movements.

This research is a review of the early research on children's (3-6 years old) joint play. The researchers who did study about children's joint play paid attention in the number of people of children and the form of the group, or paid attention to the content of the communication of the child. However, it is difficult in these researches to catch the flow of child's play. It can be said that it is necessary to pay attention what to have occurred in the process of play in being research in the future.