子どもに対する保育者の「援助しない援助」の意味

The Meaning of "Non-assisting Assistance" in the Interactions of Childcare Teachers with Children.

渡邉 拓真

中川 順子

森田 水加穂

小濱 菜津

君岡 智央

掛 志穂

七木田 敦

中坪 史典

学部・附属学校共同研究紀要

THE ANNALS OF EDUCATIONAL RESEARCH

[PISSN] 1346-5104

[EISSN] 2435-9041

[NCID] AA11551679

The purpose of this study is to clarify the impact of "non-assisting assistance" on children by childcare teachers, and to examine the meaning of such actions. As a result of analyzing childcare practice using Trajectory Equifinality Modeling (TEM), the following points were clarified. First, "non-assisting assistance" stimulates the child's latent desire to take action on his own. Second, the group, including the children around him, changes and becomes more active. This meant that there was space for them to think and interact with others in order to solve problems. From the above, "non-assisting assistance" means that it is important to understand the child and accurately grasp the context of the situation. It became clear that this was a highly specialized teaching behavior.

日本語

広島大学学部・附属学校共同研究機構