The Relationship between Warabe-uta and Infant Social Development: Practical Suggestions for Infant Childcare

This study clarifies the relationship between warabe-uta and infant social development, and provides some suggestions for practicing warabe-uta. It was thought that adults sang warabe-uta to their children as part of family education and personality formation; thus, warabe-uta was a transmitted tradition. However, only a few studies explored its connection with child development and growth. Therefore, this study presents the relationships between warabe-uta and infant social development based on a literature review. The results show that each of the warabe-uta practices corresponded to the development of sociality. Warabe-uta was said to be produced based on the concept of development based on people’s empirical knowledge, which has been passed down as an effective type of childcare. Two suggestions for practice were identified: i.e., to sing warabe-uta in mutually subjective relationships, or for a leader with knowledge of infant childcare and common childcare to sing warabe-uta. These results can contribute to the quality improvement of infant childcare, which has rapidly increased in recent years

Relationship Between Baby’s Emotion Regulation and Warabe-uta: Baby’s issue with the development of other relationships

This study aims to show the relationship between emotion regulation and Warabe-uta, also to consider the knowledge of childcare by focusing on baby’s positive emotion. Warabe-uta is a Japanese traditional children’s play song. Nursery teachers often sing Warabe-uta for baby’s in order to regulate their emotion. Some research considered the value of Warabe-uta as a music teaching material. However, a few studies investigated the relationship between Warabe-uta and emotion regulation. In this study, therefore, I analyzed positive emotion regulation of a baby who has problem in relationship with others through 4scenes by singing a Warabe-uta. As a result, I found that, Warabe-uta effect baby’s “intentionality” “embodiment” “responsiveness”, and also on nursery teacher’s “intentionality” “embodiment” “nursing characteristic”. It prompts a positive emotion regulation in baby. This result might have positive effect on inter-subjective connection, but in contrary, it might make baby to be dependent on her own nursery teacher. It is interpreted from this study that relationship between emotion regulation and Warabe-uta is close. It is important that nursery teacher work to cooperate for baby’s development

Construction of Childcare Support Program for two-children families: From Cooperation with Higashi-Hiroshima City Childcare Support Centers

The purpose of this study was to construct a childcare support program for the families who have two children to bring up. With the assistance of Higashi-Hiroshima city and childcare support centers, members from early childhood education research facility in Hiroshima University built up the program. In this program, it is demanded that the supporters draft the program while being conscious of four times, specifically approach-time, core-time, free-time and feedback-time. And this program also has four main components including topics, leaflet, picture books and reflection sheets. According to the practice, supporters can not only grow up with mothers and children by making use of their childcare specialty, but also can build a relationship of mutual trust with the participants. Besides, the support of the high quality is maintained by the collaboration of Higashi-Hiroshima city and childcare support centers and Hiroshima University.本研究は平成29年度「広島大学地域連携推進事業」に提案した「地域における虐待防止ペアレントトレーニングの効果検証－親が抱えるリスク要因の低減を目指して－」という研究の一環として，東広島市子ども家庭課の協力で実施したものである

An analysis of the Process by which Infants and Caregivers engage in “Singing”: Toward Building Infant’s Relationships with Others in Infant Care

The purpose of this study is to show the process by which I, as a caregiver of infants, began to “sing” with infants. Based on my subjective and intersubjective understanding, I present the structure of the process by which infants around the age of two and caregivers engage in “singing.” I was a caregiver of a class of one-year-old children at B nursery School in City A and wrote 104 “episode descriptions.” From these, I selected 2-yearold Naoki’s “episode description” and analyzed it from the viewpoint of how he engaged in “singing.” I also illustrated the process by which Naoki and the author engaged in “singing” together. The results showed that there are five stages in the process of “singing” for infants around the age of two and their caregivers: (1) expansion stage for others to “sing,” (2) attachment stage for “singing,” (3) establishment stage for “singing” relationships, (4) attachment stage for “singer,” and (4) expansion stage for “singing” relationships. It was found that the musicality of “singing” and the fundamental consideration of caregivers led to the repetition of “singing” activities and the construction of mutually complementary “singing” relationships between infants and caregivers. Further, we found that “singing” relationships between infants and caregivers extended to “singing” relationships between infants

「子ども－大人」関係における音楽的相互作用に関する研究 : 乳児保育における「わらべうた」実践から

内容の要約博士(教育学)Doctor of Philosophy in Education広島大学Hiroshima Universit

１歳児保育を受ける子どもの分離不安の変化：登園時の親子分離場面の調査をもとに

application/pdf本研究は，乳児保育を受ける子どもの親子分離に対する支援確立への一助とする為，登園時の親子分離の傾向を把握することを目的に，親子分離場面の子どもの不安反応を調査し，分離不安の変化を描いた。とりわけ本研究では，先行研究で分離不安が強いとされる１歳代の子どもが多く在籍する１歳児クラスの子どもを対象とした。分離不安は，①調査期間前半に分離不安が大きい時がある早泣きタイプ②前半・後半ともに大きい時がある大波タイプ③中間に分離不安が大きい時がある中泣きタイプ④後半に大きい時がある遅泣きタイプ⑤年間を通して変化が少ない小波タイプの５つがあった。子どもそれぞれに，年間を通して分離不安の増減があること，２歳前後に親子分離の困難さが強く現れる子どもがいることがわかった。この結果から，乳児保育を受ける子どもの親子分離に対しては，年間を通して支援すること，１歳児クラスの支援を厚くする必要があることが示唆された

「エピソード記述」における記録者の視点に関する課題について：乳児保育場面の関与観察をもとに

application/pdf「エピソード記述」は，保育実践研究で広く取り入れられてきた，主観性を排除しない記録である。本研究は，「エピソード記述」に関する研究者と保育者の視点の違いを明確にし，研究への適応範囲を示すものである。まず筆者は，乳児保育を関与観察し，104の「エピソード記述」を書いた。そのうち18例は，研究者の視点で他の保育士の保育を記録したものであり，57例は，保育者の視点で自分の保育を記録したものだった。次に，研究者，保育者，それぞれの視点で描いたものを１つずつ選び出した。最後に，それぞれの「エピソード記述」を１文ごとに分析し，描写の対象と内容，「間主観性の現れ」を特定した。研究者の視点で書かれた「エピソード記述」は，対象児だけではなく，保育者や他児に焦点が向けられていた。また，対象児，保育者，他児のそれぞれに対して，間主観性が現れていた。さらに，保育者の視点で書かれた「エピソード記述」は，対象児と保育者である「私」自身に焦点が向けられていた。間主観性は，対象児との間に現れていた。調査結果からは，保育者と乳児が織りなす保育の世界の豊かさを探るには，研究者としての視点で書くことが有効であると言えるだろう。さらに，乳児と保育者との深い関係性を探るには，保育者の視点で書くことが有効であるだろう