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ID 18536
file
title alternative
Intervetions of teachers and preschoolers to conflicts in 4-, and 6-year-old class : Interventions which are related to sincere apology
creator
Nakagawa, Miwa
subject
介入
誠実な謝罪
保育者
幼児
intervention
sincere apology
teacher
preschoolers
NDC
Psychology
abstract
The purpose of this study was to identify whether preschoolers and teachers showed interventions which were related to sincere apology. 4-year-old children and 6-year-old children were observed in free play situations. First, it was found that the teacher intervened to conflicts more than preschoolers in the 4-year-old conflict situations, though 6-year-old children intervened more than the teacher to other children's conflict. Then, it was indicated that the teacher of both 4-year-old class and 6-year-old class showed interventions which were related to sincere apology, because they showed all the three interventions (ascertainment of the fact, ascertainment of the feeling, and speaking for another) leading to reception of responsibility and feeling guilty which were necessary for sincere apology. 6-year-old children also showed all the three interventions which were related to sincere apology, although 4-year-old children showed only one of them, ascertainment of the fact. Additionally, there was a possibility that they model after teachers' interventions. Then, it was found that teachers showed interventions which were related to sincere apology to not only 6-year-old children but also 4-year-old children for whom it was difficult to apologize sincerely. And it was also found that it was until 6 year old that preschooler showed intervention related to sincere apology.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. Ⅲ, Education and Human Science
issue
Issue 53
start page
325
end page
332
date of issued
2005-03-28
publisher
広島大学大学院教育学研究科
国立情報学研究所
issn
1346-5562
ncid
SelfDOI
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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