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ID 48215
file
title alternative
The kindergarteners find new materials in the sand pit: An analysis of children’s behavior using “niche” tools
creator
subject
‘niche’ tool
sand pit
playing tools
consideration of environment
abstract
The kindergarten curriculum published by the Ministry of Education, Culture, Sports, Science and Technology in Japan stipulates that the fundamental aim of early childhood education in Japan is to educate young children through play and voluntary activities in a well-prepared environment. Recently, Japanese nursery school teachers have noted the importance of changing the environment by providing “priming water” or other adequate stimuli to ensure that free play and other voluntary activities do not stagnate.
In this study, I introduced a type of “niche” tool called a “Master Brickmaker Set,” manufactured by Hape®, as an additional tool to play with in the sand pit during free play time. Using a non-commitment style, I observed the children and made notes about any changes in their free play in the sand pit and surrounding area.
First, the results revealed that when new sand play tools were introduced, using pristine and unique reasoning, children took possession of them when they recognized them in their playing field. Second, trial and error revealed size relationships between the old and new tools, and these features were utilized in their play. Third, a previous study found that teachers’ suggestions could change the children’s perception of novelty tools to ensure that they used them for a prescribed activity. However, this study found that the children not only followed the teachers’ suggestions, but also explored new uses for these tools.
description
本研究は日本保育学会第71回大会における発表内容に加筆・修正をおこなったものである。
journal title
The Annual of research on early childhood
volume
Volume 41
start page
41
end page
52
date of issued
2019-10-15
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) 2019 幼年教育研究年報編集委員会
department
Graduate School of Education
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