子どもの主体的なかかわりを再考する : 自分の意志や考えをもって環境にかかわるための保育を考える

Rethinking Children's Active Involvement: Thinking about childcare that allows children to be involved in the environment with their own will and ideas

渡邉 拓真

中川 順子

森田 水加穂

小濱 菜津

掛 志穂

七木田 敦

広島大学附属学校園研究推進委員会報告書

ANNUAL REPORT OF THE CO-RESEARCH COMMITTEE AT THE HIROSHIMA UNIVERSITY AND HIROSHIMA UNIVERSITY SCHOOLS

The purpose of this study is to demonstrate the factors that enable children to engage proactively with their surrounding environment in early childhood education. A total of 13 cases (3cases, 3-year-olds, 3cases, 4-year-olds, and 7cases, 5-year-olds) were analyzed with the aid of Trajectory Equifinality Modeling (TEM). As a result, factors for children to be proactively involved in their surrounding environment were identified. These factors were categorized by similarity, and were grouped into seven categories: "involvement with teachers," "involvement with friends," "natural environment," "intentional environment," "experience/knowledge," "time," and "atmosphere". From these results, it was understood that the child's independent involvement can be understood in terms of the relationship between the child and the surrounding environment.
In early childhood education, the various experiences gained through the child's proactive involvement in the surrounding environment are surely utilized in the following activities and play. Since such learning occurs repeatedly in kindergarten life, it can be said that independent learning by " boundary-crossing of knowledge" is being formed.

child

independence

environment

TEM

boundary-crossing of knowledge

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