外在化問題に対する保育者の認知と保育実践の関連 : 保育方法の類型化による検討

The Relationship between Early Childhood Education and Care Teachers' Cognition and Childcare Practices for Externalizing Problems of Children: Cluster analysis of ECEC methods

濱田 祥子

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

This study examined differences in early childhood education and care teachers' cognition of and responses to externalizing problems by type of ECEC methods using a person-centered approach. A questionnaire survey was administered to 628 ECEC teachers. Cluster analysis revealed that ECEC approaches could be categorized into five types. Analysis of variance found that the "child-centered group" with a high child-centered tendency and a low teacher-directed tendency had fewer negative cognitions and inappropriate responses. Furthermore, the "teacher-directed group," which was low child-centered and high teacher-directed, showed higher negative cognitions and strict responses. The "both-oriented group," which was both child-centered and teacher-directed, had both positive and negative elements in cognition and response. These findings imply that, in order to avoid inappropriate responses, both, a strong tendency towards child-centeredness and a low teacher-directed tendency are required.

Externalizing problems

ECEC methods

Cluster analysis

person-centered approach

外在化問題

保育方法

クラスター分析

人物中心のアプローチ

日本語

広島大学大学院人間社会科学研究科

Graduate School of Humanities and Social Sciences, Hiroshima University

Copyright © 2023 人間社会科学研究科

日本学術振興会

Japan Society for the Promotion of Science

[Crossref Funder] https://doi.org/10.13039/501100001691

ADHD行動特徴に対する保育者の原因帰属と保育実践の関連

ADHD行動特徴に対する保育者の原因帰属と保育実践の関連

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