保育者養成校の学生における統合保育の専門性に関する研究

The purpose of this study was to investigate specialties of early childhood educator for children with special needs. It's time to change educational direction for children with special needs, that is, special support education. With this change, it should be change about specialties of early childhood educator for children with special needs. I investigate students' recognition in early childhood educator training school. Investigation was done for twenty students. First, it was divided into two groups which composed twenty students of ten boys and ten girls. Second, one group members discuss about "specialties of early childhood educator for children", and another group members discuss about "specialties of early childhood educator for children with special needs". Each groups use KJ method in discussion to classify their opinion. The results that "specialties of early childhood educator for children" are classified eight items and "specialties of early childhood educator for children with special needs" are classified nine items. A common point is that it was divided into 3 items with an analysis by two. Those are "heart", "head", "hand" named three "H". The opinion which affection for children was shown in is made "heart". The opinion which children's understanding was shown in is made "head". The opinion which children's support was shown in is made "hand". But, when both were compared, that rate was different. There were more rates of "heart" of specialties of early childhood educator for children with special needs than specialties of early childhood educator for children. In "head", there were more rates of "knowledge" of specialties of early childhood educator for children with special needs than specialties of early childhood educator for children. As for that knowledge, it was necessary to know children's needs. This was close to the thought of special support education.