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ID 48512
file
title alternative
Group Formation Processes of Five-year-old Children after Trouble
creator
Chen, Linqi
subject
Peer group
Trouble
Preschool teacher
“Intervention After trouble”
仲間集団
トラブル
保育者
“トラブル後介入”
abstract
This research is conducted through monitoring 27 5-years-old children and interviewing 3 preschool teachers to find out when confronting peer group trouble, preschool teachers would resort “Intervention After trouble” under which condition; if so, what’s kind of “Intervention After trouble” and the influence of the intervention behavior on the formation of peer group after the trouble. The result shows that when preschool teachers realize after they intervened once but the relationship between the parties did not return to what it was before, they would adopt “Intervention After trouble”. The “Intervention After trouble” can be divided as early stage direct intervention and latter indirect intervention. The intervention behavior act as a bridge for communication needed for formation of peer relationship. The result implies “Intervention After trouble” is an indispensable part if preschool teachers want to establish peer group respecting the children’s spontaneity.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science
issue
Issue 68
start page
65
end page
71
date of issued
2019-12-20
publisher
広島大学大学院教育学研究科
issn
1346-5562
ncid
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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