Fundamental Study to Create a Joint Modeling Bringing up a Skill to Build a Relationship in a Childcare Facility

近年の社会変化により，子どもの遊びには変化が見られ，主体性を発揮して夢中になれる活動や，友達とやりとりをしながら創造性を発揮する機会が，必要とされている。つまり，遊びを通した子ども同士の関わりは，道徳性・社会性を育み，人間関係形成能力を育むための重要な課題であると指摘できる。人間関係形成能力を育むための活動の１つとして，共同造形制作が考えられる。本論では，子ども同士の関わりを作る造形表現活動の実践は，１人では作ることができない大きな作品で，アイデアを多く必要とする「寄せがき方式」の制作遊びを設定して行うことが望ましいと考えられる。創造的な遊びには，子どもにとって友達とイメージを共有して作る要素が多く，テーマや色や形を工夫していくことができると考える。Due to recent social changes, we can see changes in how children play and it is required to have activities that they can really into by exercising independence or opportunities in which they can exercise creativity by communicating with friends. Accordingly, we can indicate that communication among children through playing will be an important issue to grow morality and sociality as well as growing skills to build a relationship. As one of activities to grow skills to build a relationship, we can consider a joint modeling. In this study, we consider that practices of activities to express modeling that build a relationship among children should be a big work that cannot be created alone therefore it is desirable to proceed such practices by setting a play to create a “message method” that require a lot of ideas. Creative play has many elements created by sharing images with friends for children and we consider that they can devise themes, colors, and shapes

Childcare Practice Study of Rythmique that Draws Proactive Physical Expression from Children (1st Report) : Mainly Including Cases of Classes for One, Two, and Three Years Old in a Childcare Facility

近年の先行研究を「身体表現」「音楽教育」「リトミック」「遊戯」をキーワードに概観すると，100 年を超える歴史の中で，リトミックの捉え方が変容していることと，リトミックの新しい保育実践研究が必要であることが，明らかになった。そこで本論では，保育施設におけるリトミックの実践から，子どもが何を学び，何が育っているのかを論考した。その結果，以下のことが示唆された。(1)１歳児学級の子どもは，保育者の模倣を活発に行う段階である。(2)２歳児学級においては，子どもが自由に想像し表現できるよう，保育者は，配慮する必要がある。(3)３歳児学級においては，表現することの楽しさを通して心が解放される気持ち良さを感じることや，リトミックの主題や保育者の姿に集中することや，何かを達成する喜びを感じること等が重要である。When we outline recent prior-research with key words, “physical expression”,“music education”, “Rythmique” , and “play” , it was clarified that how we consider Rythmique had been changed in the history over 100 years and new study for Rythmique practice is required. Accordingly, this article discussed what children learn from Rythmique practice in a childcare facility and what is grown. As the result, the followings were suggested. i. One years old children are in a phase where they actively imitate their guardians. ii. For a class for two years old children, guardians need to take care of children so that they can freely express. iii. For a class for three years old children, it is important to feel comfort by which their mind can be released and concentrate on a subject of Rythmique or appearance of guardians, and feel pleasure to achieve something through how fun it is to exp ress

Five-year-old children growing indigo plant and dyeing with the indigo as daily activity at a certified child center ―What children and childcare workers have learned through the activity associated with the “Environment”―

本論では，天然素材（植物染料）の藍を園内で子どもが栽培する活動や，藍染めの驚きや感動，面白さを味わいながら制作物を生活に取り入れる保育実践を行うとともに，その教育的な意義や価値を検討した。その結果，子ども自らが藍を育て，育てた藍葉を用いた藍染め活動を行うことは，領域「環境」や，「幼児期の終わりまでに育ってほしい姿」の「自然との関わり・生命尊重」の観点から見て，子どもにいくつもの感動や学びを与え，保育の教材として大きな価値を持つと考えられた。今後も，草木染めの中でも，藍染めにしかない魅力や特性に着目した保育実践の意義について検討し，保育現場に発信していきたい

Catalyst deactivation of a silica-supported bismuth-molybdenum complex oxide and the related complex oxides for the oxidative dehydrogenation of 1-butene to 1,3-butadiene

This study was an examination of the catalyst deactivation of a silica-supported bismuth-molybdenum complex oxide, and that of catalysts used in the absence of bismuth, for the oxidative dehydrogenation of 1-butene. Due to the detection of deactivation, the molar ratio of 1-butene against oxygen in the reactant gas was adjusted to a ratio similar to that used in industrial processes where reaction temperatures average 100 K higher. Regardless of the presence or absence of bismuth in the catalysts, the conversion of 1-butene was decreased by 6 h on-stream. Both the progress of the coking from the inlet to the outlet of the catalyst and the reduction of molybdenum in the catalysts directly contributed to the deactivation. X-ray photoelectron spectrometry revealed that a greater reduction of molybdenum in the near-surface region and a smaller partial pressure of oxygen (P(O2)) in the reactant gas, although the molybdenum on the surface was not reduced at all. This indicated that the lattice oxygen was pumped from the near-surface region to the surface during the reaction and the oxygen-poor conditions of the near-surface region both in the gas and catalyst phases were formed at a smaller P(O2), which resulted in the enhancements of both the reduction of molybdenum and that of coking. Based on the thermogravimetric analysis, the silica-supported bismuth-molybdenum complex oxide used at P(O2) = 4.1 kPa (color of the catalyst = black) was increased in weight while that used at P(O2) = 16.4 kPa (color of the catalyst = gray) showed a weight decrease, which indicated that the weight decrease caused by the reduction in molybdenum in the near-surface region used at 4.1 kPa was greater than the weight increase from the coking. It was concluded that the reduction in molybdenum followed by the coking on the catalyst surface were the main factors in the catalyst deactivation

Sugoroku Play through Collaborative Molding Creation to Develop Skills to Establish Relationship among Children in 4-Year-Old Class of Nursery School

人間関係形成能力を育むための活動の１つとして，共同造形制作が考えられる。共同造形制作は，１人では作ることができない大きな作品で，着想を多く必要とする「寄せがき方式」の制作遊びを設定して行うことが望ましい。そこで，具体的な保育実践案として双六遊びを行い，人間関係形成能力育成における有効性の検証と，保育者に求められる指導・援助方法の考察を行った。双六の制作は，友達の発言や行動に関心を持ちやすい環境で行われ，話し合いによって色や形を工夫することができた。また，双六遊びの偶然性やルール作りの必要性から，発達過程に適合した楽しい遊びを通して友達と深く関われる活動であったと言える。保育者の援助においては，子どもが人間関係を形成する上で，イメージの共有を促す声掛けが必要であると共に，保育者が介入しない見守りも重要であった。We can consider that one of activities to develop skills to establish relationship is collaborative molding creation. Collaborative modeling creation is a large piece of work that cannot be created by a single person, and it is desirable to set up a "Yosegaki type" of creation play that requires a lot of inspiration. Accordingly, we conducted Sugoroku play as a detailed nursing practice idea to verify its effectiveness in developing skill to establish relationship and considered the teaching and support methods required of childcare-givers. Sugoroku was made in an environment where children were able to pay attention to what their friends said and did, and they were able to devise colors and shapes through discussion. Moreover, from the coincidental nature of Sugoroku play and the necessity of making rules, we could say that it was an activity to be deeply involved with friends through fun play adapted to the developmental process. In assisting childcare-givers, it was important to encourage children to share images and to watch them without intervention by childcare-givers in developing relationship among children

A Study on the Childcare Practices of Rhythmic Music to Draw Out Children's Independent Physical Expression and Diverse Movements (2nd Report) ―Mainly Including a Case Study of a Class for 4 and 5 Years Old in a Childcare Facility―

保育におけるリトミックでは，近年，音楽領域に限らない多様な学びの獲得が期待されている。保育施設における４･５歳児学級の事例を中心に考察した結果，「音楽を体感する力」「音楽への興味の高まり」「注意して聴く力」「自分で考えて表現する力」「協調性」「集中力」「即時反応力」「リズム感」「感性」の育ちが確認できた。保育におけるリトミックは，表現教育の一環として採り入れると同時に，体系的･包括的なカリキュラムを構成することが重要である。また，子どもの主体的な身体表現と多様な動きを引き出すためには，保育者自身がリトミックを純粋に楽しむことが必要不可欠であり，そのためには，ある程度の専門的な知識と技術が求められる。例えば，音楽的要素によって変化する音楽の印象を感じ取る感性や，保育におけるリトミックの題材となり得るものを身体表現化することに慣れ，多様で柔軟な動きができるようになっておく必要があるだろう。In recent years, rhythmic in childcare has been expected to acquire a variety of learning not limited to the music field. As a result of the discussion mainly including a case study of a class for 4 and 5 years old in a childcare facility, we were able to confirm the development of "ability to experience music," "enhanced interest in music," "ability to listen carefully," "ability to think and express by themselves," "cooperativeness," "concentration," "immediate reaction," "sense of rhythm," and "sensitivity". It is important to adopt rhythmic music in childcare as a part of expressive education, and at the same time, to structure a systematic and comprehensive curriculum. In addition, it is essential for caregivers to truly enjoy rhythmic music in order to bring out children's independent physical expression and diverse movements, which requires a certain degree of specialized knowledge and skills. For example, they will need to be sensitive to the impressions of music as it changes according to musical elements, be familiar with the physical expression of potential rhythmic subjects in childcare, and be able to move in a variety of flexible ways

Effects of acidic-basic properties on catalytic activity for the oxidative dehydrogenation of isobutane on calcium phosphates, doped and undoped with chromium

Catalytic activities of calcium hydroxyapatite (HAp) and β-type tricalcium phosphate (β-TCP) were examined for use in the oxidative dehydrogenation (ODH) of isobutane. β-TCP was catalytically inactive for the ODH of isobutane, but stoichiometric HAp afforded a high isobutene yield (5.6%). The isobutane conversion and isobutene selectivity of HAp depended on the atomic ratio of Ca/P. HAp with Ca/P = 1.67 showed the highest isobutene selectivity and isobutene yield among the HAp catalysts with different Ca/P ratios. The characterization of the acidic-basic properties showed that these properties affect the catalytic performance of HAp, and that its basicity is necessary for high catalytic activity. To improve the catalytic activities of calcium phosphates, they were impregnated with Cr. Despite a much lower surface area for β-TCP, Cr-impregnated β-TCP showed a higher isobutene yield (up to 8.4%) than that of Cr-impregnated HAp. The results of the XPS measurement showed that the Cr3+ species on calcium phosphates, owing to basicity, worked as active sites in the ODH of isobutane