広島大学大学院人間社会科学研究科紀要. 教育学研究 Issue 4
published_at 2023-12-22

外在化問題に対する保育者の認知と保育実践の関連 : 保育方法の類型化による検討

The Relationship between Early Childhood Education and Care Teachers' Cognition and Childcare Practices for Externalizing Problems of Children: Cluster analysis of ECEC methods
Hamada Shoko
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BullGradSchHumanitSocSciHUStuEdu_4_409.pdf
Abstract
This study examined differences in early childhood education and care teachers' cognition of and responses to externalizing problems by type of ECEC methods using a person-centered approach. A questionnaire survey was administered to 628 ECEC teachers. Cluster analysis revealed that ECEC approaches could be categorized into five types. Analysis of variance found that the "child-centered group" with a high child-centered tendency and a low teacher-directed tendency had fewer negative cognitions and inappropriate responses. Furthermore, the "teacher-directed group," which was low child-centered and high teacher-directed, showed higher negative cognitions and strict responses. The "both-oriented group," which was both child-centered and teacher-directed, had both positive and negative elements in cognition and response. These findings imply that, in order to avoid inappropriate responses, both, a strong tendency towards child-centeredness and a low teacher-directed tendency are required.
Keywords
Externalizing problems
ECEC methods
Cluster analysis
person-centered approach
外在化問題
保育方法
クラスター分析
人物中心のアプローチ
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1.88 MB