保育者のとらえる子どもとの信頼感 <研究論文 : 学習開発学の今>

This study focused on how early childhood education and care (ECEC) teachers view their students’ trust and also examined the overall state of child care in Japan. I interviewed 10 kindergarten teachers and 10 nursery school teachers. For instance, one kindergarten teacher said, "A girl kept crying in the morning, but now she began favorite play by my sign. "Another teacher said, "A girl had been just crying without telling her feelings, but she became to speak up to me willingly. When I hold her hand, she also squeezed my hand back. "Some another said, "A shy boy was able to express his somewhat selfish will." The results showed that the language and conduct of children changed when dealing with ECEC teachers; those teachers felt that they achieved a sense of acceptance among the students and that mutual understanding existed, that is, the teachers believed that there was mutual trust with the children. The ECEC teachers empathized with their students. The results suggest that there is an underlying positive attitude among ECEC teachers who trust their children when they believe in their children’s potential and who accept those children as they are. This attitude among ECEC teachers would appear to be a significant characteristic in Japanese child care.