幼児教育アドバイザーの継続的な訪問は保育者と幼児教育施設に何をもたらすのか

What Does the Early Childhood Education Advisor Visitation Accomplish for Teachers and Facilities?

田島 美帆

中坪 史典

幼年教育研究年報

The Annual of research on early childhood

[ISSN] 0388-3078

[NCID] AN00246110

This study clarified the effects of receiving ongoing visits from early childhood education advisors on early childhood teachers. We conducted focus group interviews with early teachers from three early childhood education facilities in X Prefecture who had previously received ongoing visits from an early childhood education advisor. The data obtained through the interviews were analyzed using Trajectory Equifinality Modeling (TEM). The results showed that teachers at a preschool were initially reluctant to accept the advice, but gradually began to accept it more actively, and by having their early childhood education and care observed on an ongoing basis, they began to witness the growth of the staff and children. At another early childhood education facility, the staff felt that due to the small number of employees, there was insufficient storytelling among teachers, but as they received visits, the storytelling increased, and they began to feel the need for continued visits by the advisors. Furthermore, at another early childhood education facility, teachers reported issues with the configuration of the environment in their care, but after receiving specific advice from the advisor, their concerns gradually dissipated, and they realized that they had stopped thinking when an outsider’s perspective was introduced.

Early childhood education advisors

Trajectory Equifinality Modeling (TEM)

Focus Group Interview

日本語

広島大学大学院人間社会科学研究科附属幼年教育研究施設

Copyright (c) 2021 幼年教育研究年報編集委員会

[ISSN] 0388-3078

[NCID] AN00246110