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ID 46521
file
title alternative
Using portfolios to support parent’s child-rearing: Analysis of descriptions by parents
creator
Matsui, Gota
Kataoka, Motoko
Suizu, Sachie
subject
child-rearing
portfolio
parents
analysis of description
NDC
Education
abstract
The purpose of this study is to examine the practical use of portfolios to support parent’s child-rearing in a day care center. This study focuses on the description for three years by nine parents with children of 0, 1, and 2 years of age. Analyses are based on five perspectives of behaviorism, meritocracy, moralism, interpretivism, and empathy. Four parents also participated in focus group interviews. Findings from an analysis of the descriptions confirmed that about sixty percent of the descriptions could be classified under behaviorism and meritocracy. The results from the qualitative analysis of focus group interviews supported the view that parents used their portfolios as source of information for their child-rearing and re-evaluating the characteristics of their children through the differences in their children’s behavior between home and the day care center. Mixed data of these descriptions and the focus group interviews suggested two possibilities for the practical use of portfolios. First, teachers can provide the information to parents according to child’s developmental stage. Specifically, two-year old children can talk with their parents regarding the contents of the portfolio. This situation is different from that with children aged 0 years old and one-year olds. Second, teachers should be aware that the acceptance of such portfolios differs between parents with first-born children and those who have other children already.
journal title
The Annual of research on early childhood
volume
Volume 40
start page
23
end page
31
date of issued
2018-10-19
publisher
広島大学大学院教育学研究科附属幼年教育研究施設
issn
0388-3078
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2018 幼年教育研究年報編集委員会
department
Graduate School of Education
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