幼児のコミュニケーションを促進する働きかけと返答について : 小一プロブレム解消への示唆を中心に

What are encouraged for young children to maintain verbal communications? : The analysis of the effective social initiations and responses to them beyond first grader's problems.

青木 多寿子

藤原 直樹

学習開発学研究

Journal of Learning Science

[PISSN] 1883-8200

[NCID] AA1244667X

Recently, adaptations of the first graders are one of the big problems in education. The problems are called 'first graders' problems. This research aimed to prove what types of social initiations of verbal conversation are related with maintaining communication or what types of responses to them are related with ones in order to identify the effective communication. We observed the communication of ten young children for ten minutes when they were playing with their friends at playground in their preschool. We classify the social initiations and response to them according to Haliday (1985), Fukada et al. (1999) and Okamura and Sugiyama (2007). Additionally, we added a new category, 'non verbal initiation'. The results as follows; there are not gender differences in the function of verbal interaction. The most frequent social initiation is request; however, the most effective social initiation to maintain verbal interaction is non verbal initiation. On the other hand, the most effective response to maintain it is accompanying response. From these results we suggested some strategies for teachers, for example using non verbal social initiation and responses which lead other responses to make them develop their communication abilities for the first graders.

Verbal interaction

preschool children

first grader's problems

social initiations

responses

言語コミュニケーション

幼児

小一プロブレム

働きかけ

反応

教育 [ 370 ]

日本語

広島大学大学院教育学研究科学習開発学講座

Copyright (c) 2010 広島大学大学院教育学研究科学習開発学講座

[ISSN] 1883-8200

[NCID] AA1244667X