「もしも」の語り合いが開く子ども理解の可能性 : 複線径路・等至性モデル（TEM）を応用した園内研修の試み

Development of Understanding Children by Discussing the "ifs" : The trial of Early Childhood Education and Care Conference using Trajectory Equifinality Model (TEM)

境 愛一郎

中坪 史典

保木井 啓史

濱名 潔

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

Understanding children is important in the Early Childhood Education and Care (ECEC) practice. The ECEC conference is an opportunity for practitioners to deepen their understanding of children. This research focuses on the Trajectory Equifinality Model (TEM), which is the methodology of qualitative research as a tool promoting a practitioner's understanding of children in the ECEC conference. The features of the TEM are modeling the process of a research participant's experience and imagining and considering the possibilities ("ifs") of a different experience from just the facts. This research clarifies the meaning of these features of the TEM for the practitioner's understanding of children. The ECEC conference use of the TEM was tried, and the conversation of the practitioners there was analyzed. As a result, it was revealed that two developments of understanding children was brought to the practitioners by discussing the experience and the "ifs" of the target child. First, the practitioners can obtain a reasonable understanding of the cases and the children by comparing the facts and the "ifs." Second, the practitioners can discover a child's potential capabilities and demands by imagining the figure of a child's "ifs." Therefore, the ECEC conference using the TEM supports the practitioners catching a child's state and intentionality and planning a suitable assistance.

TEM

understanding children

ECEC conferences

“ifs”

TEM

園内研修

子ども理解

「もしも」

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039