A Practical Study to Foster the Ability to Interact with Others in Four-year-old Children : Through Exchange Activities With Three-year-old Children

本研究の目的は，3歳児との交流活動を通して，4歳児の“人とのかかわる力”を育むための教師のかかわり・環境構成を明らかにすることである。研究方法として，4歳児が3歳児とかかわっている場面でのエピソードを記録し，保育カンファレンスを行うことで，4歳児の人とかかわる力を育むための教師のよりよいかかわり・環境構成を検証していく。実践の結果として，①子どもの思いを受け止める教師のかかわり，②興味のある遊びを自分のペースで十分に遊ベる時間や場所を確保する環境構成，③自信に繋がっていくような教師のかかわり，④自分なりにかかわったことを認めていく教師のかかわりの4点が4歳児の“人とのかかわる力”を育てるために大切な援助・環境構成であることが分かった。This study aims to investigate teachers' aids and environmental composition to make four-year-old children foster "an ability of interacting with others" through exchange activities with three-year-old children. This study employed recorded episodes of the exchange activities and teachers' conferences, and demonstrated teacher's better support and environmental composition to foster four-year-old children's ability to interact with others. The results show that the following four aids and environmental compositions are important to foster the ability of interacting with others: (1) teachers' involvement to accept the children' sentiments: (2) teachers' aids to secure plenty of time and place for the children to play at their own pace when they want to: (3) teachers' address to prompt children's' confidence: (4) teachers' address to admire what the children come into contact with in their own way

Development of exchange activity with the student studying abroad to bring global human resources up : “Independence and positivism” please focus on “challenge spirit”

本研究は，幼稚園におけるグローバル人材の育成をめざした留学生交流活動を開発することを目的とする。特に，グローバル人材の育成に必要である「主体性・積極性」「チャレンジ精神」に焦点をあてることとする。 開発した交流活動における成果となる子どもの姿は次の通りである。①『日本語が通じない留学生と出会う（主体性・積極性）』場面では，子どもたちと留学生との間で徐々に自然な形でのやりとりが見られた。②『留学生が困った表情をしている（チャレンジ精神）』場面では，子ども自ら留学生にとってよい方法を考え，考えた方法で粘り強くかかわっていた。③『言葉の違いから留学生に自分の思いや考えが伝わらない（チャレンジ精神）』では，自分たちが伝えたいことを身振り手振り，絵や図鑑を用いて伝えようとする姿が見られた。④『留学生から「日本の子どもたちの歌や遊びが知りたい」という話がくる（主体性・積極性，チャレンジ精神）』では，子どもたちが留学生のことを思い，初めてでもすぐに覚えられるものを考えて選ぼうとする姿が見られた。また，日本の歌の踊りをわかってもらえるように見本を見せたり，体に触れたりしながら丁寧に教える姿が見られた。Exchange activity with the student studying abroad to bring global human resources up at a kindergarten by this research is being developed. I focus on independence, positivism and challenge spirit required by upbringing of global human resources. The outcome of a study is as follows. (1) I meet the student studying abroad who can’t speak Japanese. (Independence and positivism) Children were talking with a student studying abroad naturally. (2) A student studying abroad is in trouble. (Challenge spirit) A child is thinking for a student studying abroad and is behaving. (3) Talk isn’t transmitted to a student studying abroad because a word is different. (Challenge spirit) Children moved and it was being explained by a picture and an illustration book. (4) A student studying abroad is saying that he’d like to know Japanese play. (Independence and positivism, Challenge spirit) Easy play was chosen. A sample was being shown and it was being told politely

A Study of Cooperation of a Kindergarten and an Elementary School for Through Practice Teaching Guidance In Kindergarten : Attention to the Relation of a Teacher Bringing up Will to Learn by Voluntarily

本研究は，初等教育教員養成コースに所属している学生による幼稚園教育実習生が，幼小連携という観点から実習を行うことによる効果を考察することを目的とする。特に，今年度は幼稚園・小学校共通に求められる“自ら学ぶ意欲を育む”教師の支援のあり方に着目し，指導教員の指導のあり方を追究する。研究の方法としては，大学４年生の教育実習生と幼稚園指導教員を対象に質問紙調査を実施し，比較検討を行った。結果としては次の２点である。１点目の幼小の共通点としては，自ら学ぶ意欲を育むために，子どもに対する肯定的な声かけや，子どもの思いを丁寧に見取ろうとする真摯な姿勢などが大切であることが分かった。２点目の幼小の差異点としては，自ら学ぶ意欲を育むために，子どもの興味・関心を生かすことが大切だが，その生かし方に関しては，生かす場面やタイミングの違いなどがあるということが分かった。今後も子どもの興味を引き出す学習スタイルや指導方法に関しての研究を進めていくことが期待される。This study investigated changes of kindergarten teacher student teachers during teaching practice at the affiliated kindergarten. This report focused on the teachers’ support, which fostered children’s motivation to learn by themselves. Self-learning motivation is required even at elementary schools. Fourth grade university student answered some open-ended questions. The main findings are as follows: (1) It is important to observe and understand carefully what a child feels and thinks; (2) There are differences between kindergartens and elementary schools in the situation and timing of intervention for fostering children’s motivation to do something by themselves

How to Use Rubrics Appropriate for Early Childhood: Focusing on the Development of Global Human Resources

Many teachers are concerned about and resistant to the use of rubrics in kindergartens, which quantify the current state of children's development. Therefore, the purpose of this study was to show how rubrics should be used in early childhood from the perspective of global human resource development. In May and October 2021, we used rubrics to guide the children in our kindergarten in order to provide assistance based on their understanding of young children. The rubric consisted of attitudes toward connecting with people, things, and things. As a result of the study, the impression of the rubric among the classroom teachers in our kindergarten changed from "a tool to grasp the current status of children's development numerically" to "an important tool to carefully observe each child and derive assistance based on the understanding of young children. It has become an important tool for carefully observing each child and deriving assistance based on an understanding of the child. In addition, each classroom teacher began to consider the stage of development of each child when providing assistance, felt an improvement in the quality of "looking back （Furikaeri）" when discussing the teaching and the children's condition, and began to provide assistance by carefully observing even the children in the middle of the rating range, which is easily overlooked. They also began to provide assistance to children in the middle of the rating range, which is often overlooked. These results not only dispel the concerns and resistance that many teachers have to the rubric, but are also important results that can be applied to daily assistance and learning about understanding young children by classroom teachers