保育者のストラテジーとしての感情労働 : 幼稚園の3歳児クラスの分析から
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Emotional Labor as an Early Childhood Teacher Strategy : From the Analysis of a Class of Three-Year-Old Kindergarten Students
Early childhood teacher
Professionalism in early childhood education and care and Three Years Old Class
The purpose of this study is to discuss professionalism in early childhood education and care, as seen in classroom practice related to three-year-old students, with the examination focusing on the following points : (1) we clarify emotional labor as the early childhood teaching strategy ; and (2) we compare the elementary school teacher and the early childhood teacher in terms of the emotional labor strategy.
For the methodology, we used a video camera to collect episodes of the emotional labor strategy being used in early childhood teaching, and then examined each one.
The results of the study are as follows : (1) the main classroom teacher smiled and intentionally expressed emotions during "circle time," controlling the young children through proper emotional expression ; (2) the sub-classroom teacher developed a relationship with each child by not expressing her intentions directly ; and (3) while each other's opinions made a difference, the school nurse and the sub-classroom teacher expressed their emotions as an educational performance.
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