レッジョ・エミリアの視点から読み解く日本の幼児教育 : 子どもの主体性と保育者のかかわりに着目して

Deciphering Japanese Early Childhood Education and Care from the Viewpoint of the Reggio Emilia Approach: Focusing on Young Children’s Subjectivity and Teachers’ Involvement

Nakatsubo Fuminori

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 decipher the characteristics of Japanese Early Childhood Education and Care (ECEC) from the viewpoint of Reggio Emilia in terms of young children’s subjectivity and teachers’ involvement. Specifically, I will discuss the characteristics of Japanese ECEC and the Reggio Emilia Approach relative to the children’s subjectivity and teachers’ involvement and examine their similarities. In doing this, I aim to decipher the characteristics of Japanese ECEC from the viewpoint of the Reggio Emilia Approach. As the results of this study made clear, the Reggio Emilia Approach and Japanese ECEC have similarities, in terms of how the curricula support children’s subjectivity and the suppression of teachers’ interventions. In addition, it was clear that Japanese ECEC emphasizes not only positive emotional experiences but also the negative emotional experiences of children.

Japanese Early Childhood education and Care

Reggio Emilia Approach

Young Chidren’s Subjectivity

Teachers’ Involvement

日本の幼児教育

レッジョ・エミリア

子どもの主体性

保育者のかかわり

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039