「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

保木井 啓史

智谷 思音

中坪 史典

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

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.

“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

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039