この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/52095
学部・附属学校共同研究紀要 49 号
2022-03-31 発行
幼児期にふさわしいルーブリックの活用のあり方 : グローバル人材の育成に焦点を当てて
How to Use Rubrics Appropriate for Early Childhood: Focusing on the Development of Global Human Resources
Abstract
Many teachers are concerned about and resistant to the use of rubrics in kindergartens, which quantify the current state of children's development. Therefore, the purpose of this study was to show how rubrics should be used in early childhood from the perspective of global human resource development. In May and October 2021, we used rubrics to guide the children in our kindergarten in order to provide assistance based on their understanding of young children. The rubric consisted of attitudes toward connecting with people, things, and things.
As a result of the study, the impression of the rubric among the classroom teachers in our kindergarten changed from "a tool to grasp the current status of children's development numerically" to "an important tool to carefully observe each child and derive assistance based on the understanding of young children. It has become an important tool for carefully observing each child and deriving assistance based on an understanding of the child. In addition, each classroom teacher began to consider the stage of development of each child when providing assistance, felt an improvement in the quality of "looking back （Furikaeri）" when discussing the teaching and the children's condition, and began to provide assistance by carefully observing even the children in the middle of the rating range, which is easily overlooked. They also began to provide assistance to children in the middle of the rating range, which is often overlooked. These results not only dispel the concerns and resistance that many teachers have to the rubric, but are also important results that can be applied to daily assistance and learning about understanding young children by classroom teachers.
As a result of the study, the impression of the rubric among the classroom teachers in our kindergarten changed from "a tool to grasp the current status of children's development numerically" to "an important tool to carefully observe each child and derive assistance based on the understanding of young children. It has become an important tool for carefully observing each child and deriving assistance based on an understanding of the child. In addition, each classroom teacher began to consider the stage of development of each child when providing assistance, felt an improvement in the quality of "looking back （Furikaeri）" when discussing the teaching and the children's condition, and began to provide assistance by carefully observing even the children in the middle of the rating range, which is easily overlooked. They also began to provide assistance to children in the middle of the rating range, which is often overlooked. These results not only dispel the concerns and resistance that many teachers have to the rubric, but are also important results that can be applied to daily assistance and learning about understanding young children by classroom teachers.
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