5歳児の協働描画の成立要因に関する一考察 : 非再現的表現「お化けトラック」を取り上げて

This study presents factors that establish the collaboration of five-year-olds through clarifying behaviors and communications in their collaborative drawing activity "monster truck". The authors divided 6 five-year-olds into 3 dyads and each dyad drew a picture of "monster truck" together cooperatively. The major findings were that 1)the dyads that drew "monster truck" together cooperative1y, did with respect to one another, explained the picture that the other child drew (i.e., verbalization of the other child's picture), modeled the other child's utterance (i.e., utterance modeling), uttered words that child made association of ideas from utterance and behavior of the other child (i.e., association), and bridged own and the other child's picture through adding lines, forms, and colors (i.e., figure adding), and 2) the dyads that were composed of child who expressed own mind painterly and child who did verbalization of the other child's picture performed better their collaborative activities for "monster truck" than the dyad that was composed of two children who expressed their mind painterly on their collaborative drawing. These results suggest that it is important for early childhood educators to encourage assertive, associative, and supportive behaviors of two children who have different characters on collaborative drawings.