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ID 46802
file
title alternative
Deciphering Japanese Early Childhood Education and Care from the Viewpoint of the Reggio Emilia Approach: Focusing on Young Children’s Subjectivity and Teachers’ Involvement
creator
subject
Japanese Early Childhood education and Care
Reggio Emilia Approach
Young Chidren’s Subjectivity
Teachers’ Involvement
日本の幼児教育
レッジョ・エミリア
子どもの主体性
保育者のかかわり
NDC
Education
abstract
The purpose of this study is to decipher the characteristics of Japanese Early Childhood Education and Care (ECEC) from the viewpoint of Reggio Emilia in terms of young children’s subjectivity and teachers’ involvement. Specifically, I will discuss the characteristics of Japanese ECEC and the Reggio Emilia Approach relative to the children’s subjectivity and teachers’ involvement and examine their similarities. In doing this, I aim to decipher the characteristics of Japanese ECEC from the viewpoint of the Reggio Emilia Approach. As the results of this study made clear, the Reggio Emilia Approach and Japanese ECEC have similarities, in terms of how the curricula support children’s subjectivity and the suppression of teachers’ interventions. In addition, it was clear that Japanese ECEC emphasizes not only positive emotional experiences but also the negative emotional experiences of children.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science
issue
Issue 67
start page
9
end page
16
date of issued
2018-12-21
publisher
広島大学大学院教育学研究科
issn
1346-5562
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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