広島大学附属三原学校園研究紀要 Volume 7
published_at 2017-03-28

主体的に体を動かすための環境構成や教師のかかわりを探る : 3歳児の変容を通して

Proving Environment Composition and Teachers' Interaction Encouraging Children to Move Their Bodies Actively: Through Modification of Three-year-old Children
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MiharaEIKenkyukiyo_7_12.pdf
Abstract
本研究の目的は,子どもの変容する姿から,子どもたちが主体的に体を動かすための環境構成や教師のかかわりを明らかにすることである。研究の方法は,①動きの少ない外遊びの様子を観察する。②その遊びに動きが加わる環境構成を考えて取り入れる。③教師が動きの少ない遊びをしている子どもに動きたくなるかかわりをする。④動きを生み出す環境構成や教師のかかわりを行ったエピソードを記録,分析する。⑤分析から,子どもたちが主体的に体を動かすことにつながる環境構成や教師のかかわりを明らかにする。明らかになったことは次の5点が必要ということである。①子ども自身が意識して体を動かすことができる環境構成②あこがれとなる同学年や異学年の存在③遊びへの意欲を高める集団④あきらめない気もちを育む教師のかかわり⑤自信をつける教師のかかわり。
Abstract
The purpose of this study is to clarify environment composition and teachers' interaction encouraging children to move their bodies actively through their modification. The methods were as follows: 1. to observe children playing outside with a little movement, 2. to consider and to adopt environment composition which involves physical movement, 3. that teachers interact with children who play with a little movement so that they are willing to move more, 4. to record and to analyze episode of children when environment composition which encourages movement and of teachers' interaction were done, 5. to clarify environment composition and teachers' interaction leading to movement actively from the analysis. This research revealed these five points: 1. environment composition where children can consciously do physical activities, 2. existence of admirable persons in the same and different grades, 3. groups which raise their motivation to play, 4. teachers' interaction to develop children's mind of never giving up, 5. teachers' interaction to develop children’s confidence.