Differences in Mid-Career Childcare Workers’ Views on Their Jobs According to Their Identity Status.

　This study aims to clarify the differences in mid-career childcare workers’ views on their jobs according to their identity status. The Identity Status Scale (Kato, 1983) was used to assess 269 mid-career childcare workers, and a text mining analysis showed that their identity status reflected the differences in their perceptions of their jobs. For example, for the achievement, positive words such as “doing one’s best” and “efforts” were mentioned. On the other hand, for the diffusion, words regarding aptitude were mentioned, such as “it is suitable.” The differences in mid-career childcare workers’ perspectives on their jobs are also thought to influence them in the second half of their adulthood

Effects of Individual Support Program for Freshman of Childcare Person

This study was aimed to investigate a support program on childcare contents“human relations” (Nishiyama, 2009) intended to intervene in the efficacy of childcare persons in terms of the pressing issue of how to cultivate efficacy in childcare persons in respect to children. Specifically, the program was aimed at bringing about a positive change in recognizing the practicability of the childcare persons in "bringing about the desired changes for cultivating efficacy around children" through measured diagnostic evaluations, setting of target action, and self monitoring. It was aimed at making qualitative improvements in childcare practice by providing increased motivation to the childcare persons. This study reported a section of the results of investigation on the effects of individual execution of the support program. Finally, consideration based on the result was added from the viewpoint of childcare persons support and the research topics in the future were shown

Relationship between the Experience of Identity Swaying in Childcare Practice and Childcare Workers’ Efficacy

　This study aims to examine the relationship between childcare workers’ “experience of identity swaying” as described in their autobiographical memory and their occupation efficacy. First, the influence that stemmed from the experience of childcare workers’ swaying on their sense of efficacy is examined. The results showed that those who experienced identity swaying in their autobiographical memory had a remarkably higher sense of efficacy as childcare workers than those who didn’t. On the other hand, no difference was found in their sense of efficacy depending on the trigger of the identity swaying. The differences in childcare workers’ descriptions depending on the level of their sense of efficacy were then investigated the records of childcare workers with a high sense of occupation efficacy showed a higher level of ego involvement stays as a memory that can be utilized in the future. Closing the article, the authors examine future issues

保育者の長期的なアイデンティティの変化と 自伝的記憶との関係

This study stands on long-term longitudinal research of 12 years from the training stage to the initial and middle terms. The study traced the changes in childcare worker identities and clarified the relationship between long-term changes in childcare worker identities and autobiographical memories. To be more specific, the study continuously applied the Multidimensional Ego Identity Scale (Tani, 2001a) to the training school graduation period, the initial term, and the transition from initial form to mid-career. Also, the study looked back on the past from the mid-career period. The childcare worker was subsequently asked for descriptions of childcare episodes as autobiographical memories. As a result, it turned out that there were four patterns of changes in the identities of childcare workers: “descending group,” “ascending group,” “low sustaining group,” and “high sustaining group.” These change patterns appeared to match the descriptions of the corresponding autobiographical memories. The study sorted out each group using extracted keywords and the like

A Causal Structure Analysis of Ego Identity and Occupational Cognition of Junior College Students after Promotion in Childcare Worker Training Course

The purpose of this study was to identify the causal relation between ego identity and occupational cognitions, by use of Structural Equation Modeling (SEM). It utilized a Multidimensional Ego Identity Scale (MEIS; Tani, 2001) from the viewpoint of trait theory. A questionnaire was administered to 1,235 junior college students as they began their second year in childcare worker training courses. The results of SEM suggested that (1) sense of identity increased students’ understanding of childcare work, and feeling of fitness to work in childcare; (2) feeling of fitness increased anticipation of enhanced feelings of satisfaction, and interest; (3) interest increased commitment with regard to childcare work and intention to continue with childcare; and (4) understanding of childcare work increased commitment

An Attempt to Analyze the Transformation in the Concept of the Environment during Class Practice for a Childcare Contents “Environment”

　“Environmentˮ has special meanings in early childhood education and care in Japan. The present study, we identified characteristic that is a problem faced by students in understanding the concept of the environment in a class on child care in the context of the “environmentˮ in a training school for child care providers. Specifically, this study used a sentence completion test to detect the transformation in the concept of environment in the students. These data were quantitatively analyzed using text mining. In addition, we examined the transformation in the environmental concept qualitatively. As a result, the tendency to use the captured environment as a method was seen, and some characteristics became clear. Based on these findings, we considered it necessary for class improvement to be expedited

Significance of Interactive Experiential Learning in Child Care Studies in Domestic Sciences Courses, and Related Issues

　現在，中学・高等学校の家庭科保育領域では，乳幼児の心身の発達，幼児の生活と遊び，親・家庭・地域の役割などについて学習を行った上で，乳幼児等との触れ合い体験学習を位置付けている。この触れ合い体験学習は，近年，家庭や地域において異世代の子どもが触れ合う機会が減り，とりわけ乳幼児と触れ合う経験が少ないまま親世代になっていることが問題になっていることと関係している。限られた枠の中での交流ではあるが，中学生・高校生も幼児も，多様な他者と触れ合い，多くのことを感じたり考えたりしていることが明らかにされており，世代間交流における意義も見出すことができる。本論では，先ず，家庭科における触れ合い体験の位置付けと家庭科保育領域の歴史的経緯を明らかにする。次に，乳幼児との触れ合い体験に関わる近年の実践的研究を概観し，その意義を確認する。さらに，これらを総合し，これからの触れ合い体験学習の実践や研究の展望を示す

The Characteristics of the Childcare Worker’s “Noticing” in Accordance with the Difference in Years of Experience

　保育者が自らの保育の中で経験してきたことから，何に気付き，記憶し，どう活かしてきたかは，保育の質と 保育者としての成長に影響する。本論は，保育者が自伝的記憶として，何を気付き体験として捉え，記憶してい るかを調査し，保育経験年数によるその特徴を分析する。具体的には，保育者に，何に対して気付きを得たか等 について自由記述を求め107 名分のデータを得た。経験年数により，初任保育者，中堅保育者，熟練保育者に分け， それぞれの気付き体験の特徴を明らかにした結果，どの経験年数の保育者も同様に「保育者の姿勢」に関する気 付き体験が最も多く，続いて「子どもの心的状態や行動」に関するものが多かった。また，中堅，熟練保育者に なると，表面に表れない子どもの思いへの気付きが多くなっていることが明らかになった。さらに，熟練保育者は， 「保護者と保育者のつながり」「子どもと保育環境」等，園生活全体に気付き体験を広げていることが示唆された

Development of Junior High School Home Economics Classes Related to Contact With Infants that Encourages Self-acceptance

　中学生の幼児との触れ合い体験の意義については，先行研究によって示されてきたが，体験の何が効果を及ぼしているのか，実証的な研究は未だ少ない。そこで本論では，「他者から受容される経験が，自己受容を促す」との実践的な仮説を立て，触れ合い体験による他者から受容される経験が，自己受容を促す可能性を検討する。触れ合い体験において，幼児は先入観や条件なしに関わってくることが予想される。そのような幼児に受容される体験は，生徒にとって日常的な人間関係とは異なる，得難い経験となり得る。そこを意図的に強化することで，合理的に意義ある授業を作ることが可能となると考える。また，将来の子育てに繋がる，長期的な効果も期待できる。本論では，こうした仮説に基づき，生徒の自己受容に焦点を当て，これを促す中学校家庭科保育領域の授業を開発し報告した。The significance of junior high school students’ experience of contact with infants has been shown in previous studies, but there has not been enough empirical research on which part of the experience produces effects. Therefore, in this paper, we form a hypothesis that “experience of acceptance others encourages self-acceptance” and examine the possibility that the experience of acceptance from others we gain through contact encourages self-acceptance. Infants are expected to be involved in contact experiences with no preconceptions or conditions. The experience of acceptance by infants is a rare experience that differs from daily interpersonal relationships for students. It may be possible to rationally develop meaningful classes by intentionally reinforcing it. Furthermore, long-term effects that translate into future child-rearing can be expected. In this paper, based on the aforementioned hypothesis, we focused on the self-acceptance of students to develop and report on home economics classes that encourage it

Structured review of the literature of type 2 diabetes self-management: Toward the development of a patients' characteristics-based assessment tool

2型糖尿病患者の特性に応じた教育・支援を行うためのアセスメントツールの開発を目指して,自己管理に影響する要因を文献から抽出した.検索方法は,2型糖尿病の自己管理に関連したキーワードを設定し,MEDLINE,CINAHL,医学中央雑誌のデータベース過去10年間を検索した.ヒット件数は,各々1162,860,691件であった.次いで,ADA(American Diabetes Association)Evidence guideline(2002年)の水準を参考に研究デザインを吟味した.その結果,該当する文献は71件で,国内文献が20件あった.有意差を認めた因子を整理したところ86因子あり,「知識・教育」「心理面」「満足度」「個人的要因」「治療」「収入・保険」「関係」の7カテゴリーに分類できた.しかし,介入方法の分類に結びつく因子(特性)や因子間の関係性は不明であり,効果的な介入を導くためのアセスメントツールを開発するためには,これらを検討する必要性が示唆された.To develop an assessment tool for education and follow-up for type 2 diabetes patients related to their characteristics, a structured literature review was conducted. The method of the review was by key words related to self-management/self-care for type 2 diabetes taken from the database for the past 10 years of MEDLINE, CINAHL, and Japan Medical Abstract Society. One-thousand one- hundred and sixty-two articles were obtained from MEDLINE, 860 from CINAHL, and 691 from the Japan Medical Abstract Society. Research designs were then examined, based on the ADA (American Diabetes Association) Evidence guideline (2002) evidence level. As a result, 71 articles, of which 20 were domestic, were retained. Eighty-six factors were found statistically significant, and were categorized in groups under the headings “knowledge/education", “psychological aspects", “level of satisfaction", “personal factors",“therapy/treatment", “income/insurance", and “family/relationship". Factors/characteristics lead toselecting interventional strategies. However, their overall relations have not been examined yet, whichsuggests that these need to be tested to develop an assessment tool which leads to an effectiveintervention program