幼年期カリキュラムにおける「学びの連続性」に関する検討 : シェーファー(Schäfer, G.E.)のBildung論を手がかりとして

A Study of ‘A Continuity of Learning' in Early Childhood Curriculum : Based on analysis of the Bildung theory by Gerd E. Schäfer

Nakanishi Sayaka

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

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

In recent years, ‘a continuity of learning' is often discussed in Early Childhood Education and Care (ECEC). The necessity of easy transition from ECEC to school education is growing. When we think about this subject, it is important to consider what does ‘a continuity of learning' or ‘(early childhood) learning' mean. In Germany, children's learning in ECEC is discussed with central focus on German pedagogical concept Bildung. That is, ‘What means Bildung in early childhood?' is central theme in German ECEC. Gerd E. Schäfer,German ECEC researcher, states children's Bildung in early childhood is Selbstbildung (self-formation). The purpose of this study is to examine ‘a continuity of learning' in Early Childhood curriculum by focusing Schäfer's Bildung theory.

early childhood curriculum

a continuity of learning

Bildung

Germany

幼年期カリキュラム

学びの連続性

ドイツ

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039