子どもの主体的なかかわりを再考する : 自分の意志や考えをもって環境にかかわるための保育を考える

The purpose of this study is to demonstrate the factors that enable children to engage proactively with their surrounding environment in early childhood education. A total of 13 cases (3cases, 3-year-olds, 3cases, 4-year-olds, and 7cases, 5-year-olds) were analyzed with the aid of Trajectory Equifinality Modeling (TEM). As a result, factors for children to be proactively involved in their surrounding environment were identified. These factors were categorized by similarity, and were grouped into seven categories: "involvement with teachers," "involvement with friends," "natural environment," "intentional environment," "experience/knowledge," "time," and "atmosphere". From these results, it was understood that the child's independent involvement can be understood in terms of the relationship between the child and the surrounding environment.
In early childhood education, the various experiences gained through the child's proactive involvement in the surrounding environment are surely utilized in the following activities and play. Since such learning occurs repeatedly in kindergarten life, it can be said that independent learning by " boundary-crossing of knowledge" is being formed.