アメリカ幼稚園運動期におけるキリスト教的人道主義の諸相 : 幼稚園を拠点とした社会事業に着目して

アメリカにおける幼稚園発展過程においてキリスト教教会が幼稚園事業に関わり始めるのが、1880 年代以降の「拡張期」であり、この時期に、キリスト教教会は、一部には社会改革事業として、また一部には伝道の手段として幼稚園教育に着目した。他方で「拡張期」は、幼児教育施設として幼稚園が学校制度に編入されていった時期でもある。1873 年のセントルイスを皮切りに多くの幼稚園が公立化し、それと並行してフレーベル主義の幼稚園教育理論および実践は、進歩主義の幼稚園教育理論および実践に取って代わられた。本稿は、フレーベル主義と進歩主義との間の傍流にあって、幼稚園を拠点とする社会事業の考察を通して、学校教育体系の一部として語られることになる幼稚園とは別様の展開を描き出し、そのうえで制度とは異なる位相であるエートスとしてのキリスト教的人道主義の幼稚園教育における展開を浮き彫りにする。Christian churches began to be involved in the kindergarten work in the“expansion period of the kindergartens” after the 1880s in the United States. During this period, the Christian Church focused on kindergarten education, partly as a social reform project and partly as a means of evangelism. On the other hand, the “expansion period” was a period that the kindergarten was incorporated into the school system. Starting with St. Louis in 1872, many kindergartens were publicized, and the Froebelian kindergarten education theory and practice was replaced by the progressive educational theory and practice. In this article, it is clarified the role of the social work based on christian humanitalianizm between Froebelism and Progressiveism, and highlights the development of Christian humanitarian as ethos in kindergarten education

An evaluation of large muscle equipment for the preschool.

Thesis (Ed.M.)--Boston Universit

Black Club Women\u27s Purposes for Establishing Kindergartens in the Progressive Era, 1890-1910

Little literature exists that examines black people\u27s efforts to educate their young children during the Progressive Era. It was the period in which early childhood education in the form of kindergarten began to flourish in the United States and around the world. Even in the abundance of literature about kindergarten\u27s successes and its potential to transform impoverished families, the overwhelmingly poor black population remained invisible to the great majority of researchers writing about the progress of that movement. Yet primary historical documents, such as the National Association of Colored Women\u27s Clubs (NACW) records, manuscripts, and Progressive Era newspapers, reveal that black women made tremendous contributions to the movement to meet the educational needs of children and families in their communities and to institutionalize kindergarten. This research will center on the black kindergarten movement through the work of two important advocates Mary Church Terrell and Josephine Silone Yates, who were the first two presidents of the National Association of Colored Women. The two women\u27s writings will shed light on the conditions they expected kindergartens to address, how they planned to go about establishing kindergartens for poor black children, and why they thought kindergarten, in particular, would be especially beneficial to black children and families

A happier way of learning : the Visual Instruction Movement, 1918-1928

The Visual Instruction Movement (1918-1928) was a constituent part of the field of visual education, which began in the early 1900s. With the further development of sound films and radio, it became audiovisual education; by the 1950s the field was known as educational technology. The Visual Instruction Movement experienced extensive growth during the decade 1918-1928. According to Paul Saettler, several key characteristics of contemporary educational technology arose during the Visual Instruction Movement (1918-1928): professional journals and organizations, research studies, formal courses in visual education, and visual education departments and extension services. In addition to Saettler\u27s list of developments in educational technology during the period immediately following World War I, we can add the appearance of visual instruction monographs and textbooks. The title of this dissertation comes from Charles Roach, who wrote, Visual education is a means to an end, not the end itself. Some have called it a happier way of learning. This dissertation, A Happier Way of Learning, employs content analysis on many of the primary documents of the Visual Instruction Movement to narrate the origin and early development of several characteristics of educational technology identified by Saettler

アリス・テンプルの幼稚園教育思想 : アメリカ進歩主義教育期における幼小接続カリキュラム開発の試み

本稿で取り上げるアリス・テンプル（Alice Temple, 1871-1946）は、19世紀後半から20世紀初頭にかけてのアメリカ幼稚園運動の末期を牽引した人物である。彼女は、シカゴ大学を拠点に幼稚園教育の実践および教員養成に関わった。そこで、彼女は、デューイの実践理論の影響を受け、幼稚園カリキュラムの内容が幼児たちの生活経験から引き出され、幼児たちに合わせて開発されるべきであることを主張した。本稿では、アリス・テンプルの教育理論および実践の解明を目的としつつ、彼女がシカゴ大学において実践家として取り組んだ幼小接続カリキュラムの開発に焦点を当て、進歩主義教育期における幼稚園カリキュラムと小学校カリキュラム接続の原理について、カリキュラムの範囲と系統性という観点から明らかにした。lice Temple (1871-1946) was the driving force for the Latter half of the American kindergarten movement in the late 19th and early 20th Centuries. Based at the University of Chicago, she was involved in kindergarten education and teacher training. Building on Dewey’s theory of practice, she argued that content for the kindergarten curriculum must be drawn from the life experiences of young children, that it should be developed for their benefit.The purpose of article is to elucidate the educational theory and practice of Alice Temple. Focusing on the integrated kindergarten curriculum she developed as a practitioner at the University of Chicago, the principles of a unified kindergarten and elementary school curriculum during the progressive era is explained, paying particular attention to curriculum scope and sequence