広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 Issue 63
published_at 2014-12-19

「ながら行為」としての保育者の専門性に関する研究 : 登園時から設定保育に至るまで

The Professionalism of an ECEC Teacher’s “Concurrent Action” : From the Arrival Time to the Beginning of a Supervised Activity
Hokii Takafumi
Chidani Shion
fulltext
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BullGradSchEduc-HiroshimaUniv-Part3_63_111.pdf
Abstract
The purpose of this study is to explore an ECEC teacher’s professionalism exerted according to the situation from the children’s arrival time to the beginning of a supervised activity at a kindergarten. We qualitatively analyzed the video footage captured of the process of the teacher’s action by using the trajectory equifinality model (TEM).  

The results showed that the teacher supported the children’s life behaviors and playing by using the “concurrent action” which dealt with handling multiple tasks at the same time or approach an aim while simultaneously considering another aim.  

Three variations of the “concurrent action” were identified―“concurrent action as getting thorough,” “concurrent action as shift of focus,” and “concurrent action as a combined use.” Through these actions, the teacher realized the following: (1) securing the number of tasks she carried performed, (2) adjusting her number of tasks, (3) supporting the children’s transition to the supervised activity, and (4) supporting the children by using a worthwhile approach.
Descriptions
本研究は,2012年度後期「幼児教育学総合研究」(授業担当者,中坪史典准教授)にて収集・分析したデータに加筆したものである。また,本研究の成果の一部は,日本子ども社会学会第20回大会で発表した。
Keywords
“concurrent action”
ECEC teachers
professionalism
from the arrival time to the beginning of a supervised activity
「ながら行為」
保育者
専門性
登園から設定保育に至るまで