幼稚園新入園児の他者とのかかわりの変容 : 登園後の身支度場面における言語的・非言語的表現に着目して

本研究は，幼稚園に入園した3歳児が，園での生活の仕方の一つである登園後の身支度に慣れるに伴い，保護者，保育者，友達といった他者とどのようにかかわるのか，その変容について明らかにした。幼稚園3歳児クラスで1学期間，ビデオカメラを用いて登園後の身支度場面を撮影し，データを収集した。うち3名を対象児とし，うえの式質的分析法を用いて分析した。結果，第一に，次第に大人のそばから離れて身支度に取り組むようになる，友達に積極的に話しかける，一方無言で身支度に取り組むようになる等，身支度に慣れるに伴う他者とのかかわりの変容が明らかになった。第二に，次第に子どもによる質問が具体的になりながらも非言語的表現による自己主張もある，意思表示の仕方に関する変容が明らかになった。最後に，入園直後に見られた姿が，園生活に適応したと捉えられる時期以降にも現れ，園生活に適応する過程が一直線ではないことが明らかとなった。

This study explored and clarified the process by which three-year-old children, who have recently entered kindergarten, change how they relate to other people, such as their parents, teachers, and friends and become accustomed to preparing for school, which is part of their new kindergarten life and routine. Data were collected using a video camera in a kindergarten class of three-year-old children. Three children were selected from the collected video data. Their behaviors were analyzed using the Ueno Style Qualitative Analysis Method. First, the finding showed that they gradually performed the morning preparation away from the adult, talked to their friends actively, and got ready in silence. This indicated a change in their relationship with others as they adapted to the preparation process. Second, changes in the way intentions are expressed were revealed. Children asked specific questions from the teachers, while asserting themselves through non-verbal expressions. Finally, the process of adaptation to kindergarten life was complex, as behaviors that were seen immediately after the children entered kindergarten in April, were also observed when the children were considered to have adapted to it.