Characteristics of Interaction Between Teachers and Children in the First Term of Elementary School Classes: Focusing on the Differences in Goals that Teachers Emphasize in Japanese Language and Mathematics Classes

近年，幼児期と児童期の学びの接続が重視されている。幼児教育では，めざすべき姿へと向かう方向目標を重視し，小学校以上の教育では獲得すべき能力を明示化した到達目標を重視することが多い。小学校入門期に開講時間が多い国語科と算数科では，方向目標と到達目標の比重は異なる。そこで，本研究では，小学校入門期の国語科と算数科授業における教師と子どもの相互作用の実態を明らかにすることを目的とした。 新1年生の国語科と算数科の授業を約4か月間観察し，教師の言葉がけと子どもの発話内容との関連を分析した。結果，子どもの状況に応じて展開する国語科に対し，算数科では多くが到達目標に向かうという違いが明らかになった。また，教師による方向目標に即した言葉がけは，到達目標を達成し，かつ子どもの多様な学びにつながる可能性があることがわかった。本稿は，指導の実態と教科内容の側面から，子どもの学びの姿を明らかにしたものである。Recent studies examine how a smooth transition can be achieved from early childhood education to elementary school education. In early childhood education, direction targets are emphasized, and in elementary school, achievement goals are often emphasized. In elementary school, there is a difference in the balance between the achievement goals and the direction targets in Japanese language classes and mathematics classes. The purpose of this study is to clarify the characteristics in the interaction between teachers and first graders in these two classes. In this paper, we observed the Japanese language and mathematics classes for the first grade from April to July, and collected some episodes of the interactions between teachers and children. These episodes were categorized according to subjects into those that focused on achievement goals versus direction targets. As a result, it was found that there was a difference in interactions between teachers and children depending on the subjects and the type of achievement goal or direction target. In Japanese language classes, the interaction between teachers and children develops toward the goal according to the situation of children, while in mathematics classes, the interaction often develops toward achievement goals. When teachers talked to children in a way that gave them directions, they were more likely to learn a variety of knowledge and skills as well as content related to their achievement goals. The primary aspect of this paper was to clarify what children were learning at the beginning of elementary school from the perspectives of teacher-child interaction and subject content

The feature of the self-actualization of infancy A longitudinal study about development of a self-actualization tendency

This study examined the developmental feature of the self-actualization of infancy in a longitudinal study. One hundred one 6 years-old children were participated in this study. The preschool teachers accessed self-actualization tendency on each child twice a year and recorded their impressive episode. It was found that 70 percent of the children increased the score for self-actualization tendency. Although, as for the child whose self-actualization score was low at the 1st time raised the scores, the child whose score was high did not have a remarkable change. The improvement in a score was mainly found by the item of the contents about social development among 15 items which constitute a self-actualization measure. Also in preschool teachers, the child with a high self-actualization tendency had much episode about social adaptation, the child with a low self-actualization tendency did not. These facts suggests that there is individual difference of development speed in the dynamism that the self-actualization tendency improves, and social development is the core of development of the self-actualization of infancy