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ID 36777
file
title alternative
Early Childhood Education and Care Teachers’ Feelings of Trust in Children <Research Article>
creator
Okamoto, Kaori
subject
Trust
Various involvements
Empathy
Acceptance
Belief
信頼感
多様な関わり
共感
受容
信じる
NDC
Education
abstract
This study focused on how early childhood education and care (ECEC) teachers view their students’ trust and also examined the overall state of child care in Japan. I interviewed 10 kindergarten teachers and 10 nursery school teachers. For instance, one kindergarten teacher said, "A girl kept crying in the morning, but now she began favorite play by my sign. "Another teacher said, "A girl had been just crying without telling her feelings, but she became to speak up to me willingly. When I hold her hand, she also squeezed my hand back. "Some another said, "A shy boy was able to express his somewhat selfish will." The results showed that the language and conduct of children changed when dealing with ECEC teachers; those teachers felt that they achieved a sense of acceptance among the students and that mutual understanding existed, that is, the teachers believed that there was mutual trust with the children. The ECEC teachers empathized with their students. The results suggest that there is an underlying positive attitude among ECEC teachers who trust their children when they believe in their children’s potential and who accept those children as they are. This attitude among ECEC teachers would appear to be a significant characteristic in Japanese child care.
description
本研究は、“Examination of Feeling of Trust Toward Children for ECEC Teachers” Kaori Okamoto, Takashi Muto ‘The 15th Conference of the Pacific Early Childhood Education Reserch Association(2014)’ において発表したものを再分析し、まとめたものである。
journal title
Journal of Learning Science
issue
Issue 8
start page
185
end page
194
date of issued
2015-03-16
publisher
広島大学大学院教育学研究科学習開発学講座
issn
1883-8200
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) 2015 広島大学大学院教育学研究科学習開発学講座
department
Graduate School of Education
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