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ID 48512
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Group Formation Processes of Five-year-old Children after Trouble
著者
陳 林奇
キーワード
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”
抄録(英)
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.
掲載誌名
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
68号
開始ページ
65
終了ページ
71
出版年月日
2019-12-20
出版者
広島大学大学院教育学研究科
ISSN
1346-5562
NCID
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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