レッジョ・エミリアの幼児教育から読み解く日本の「環境を通した教育」

Deciphering Japanese “Education through the Environment” in Early Childhood Education and Care via a Comparison with the Reggio Emilia Approach

Yodozawa Maho

Nakatsubo Fuminori

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

The purpose of this paper is to decipher Japanese “education through the environment” via a comparison with the Reggio Emilia Approach. In Japan, the goal of Early Childhood Education and Care (ECEC) is to educate young children through their environment. The Reggio Emilia Approach considers the environment to be a “third educator”. We compared the Japanese concept of “education through the environment” with the Reggio Emilia Approach because of their similarities in their approaches to ECEC. In this study, we utilized Japanese literature to conduct the comparison. Through the literature review, we discussed the following points: 1) what is “environment” as defined in the Japanese ECEC and the Reggio Emilia Approach? 2) Who has the role of creating and changing the environment? 3) How is the environment structured? After considering these points, we questioned and re-examined “education through the environment”.

Japan

education through the environment

environment

environment as the third educator

Reggio Emilia Approach

日本

環境を通した教育

環境

空間は第三の教育者

レッジョ・エミリアの幼児教育

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039