遊びを中心としたアプローチカリキュラムの可能性 : 保育園における「学校ごっこ」実践の検討を通して

The Meaning of a Play-based Approach Curriculum for Transition to School : An Analysis of the Practice of “Gakko gokko” at a Childcare Center

Okahana Kiichiro

Tsugawa Noriko

Nanakida Atsushi

幼年教育研究年報

The Annual of research on early childhood

[ISSN] 0388-3078

[NCID] AN00246110

The purpose of this study is to theoretically and practically examine the possibility of play in terms of preparation for school. Transition to school is a key theme in ECE. While play remains important in ECE, it has never been studied in terms of transition to school. It has been argued that play as approach curriculum is in opposition to learning which is the dominant activity in school. We have applied Vygotsky’s theories to practice with an examination of “gakko gokko” (“playing school”) at a childcare center. The early childhood teacher pretended to be a school teacher, and the children pretended to be school students. They played at studying school subjects such as, science and mathematics, and doing homework. During “gakko gokko”, children performed the role of school student, and the teacher’s role became more instructive than usual. Children’s emotional experiences reflected the activity and the setting.Analysis found that the children learned to use cultural tools and take expected action in specific settings through “gakko gokko”. Their behavior reflected a type of school habitus. “Gakko gokko” does not mean that children master language and number learning. “Gakko gokko” allows children to experience going to school through play, and possibly increasing motivation for transition to school.

transition to school

“gakko gokko”

play

school habitus

approach curriculum

Education [ 370 ]

jpn

広島大学大学院教育学研究科附属幼年教育研究施設

Copyright (c) 2016 幼年教育研究年報編集委員会

[ISSN] 0388-3078

[NCID] AN00246110