Deciphering Japanese Early Childhood Education and Care from the Viewpoint of the Reggio Emilia Approach: Focusing on Young Children’s Subjectivity and Teachers’ Involvement

The purpose of this study is to decipher the characteristics of Japanese Early Childhood Education and Care (ECEC) from the viewpoint of Reggio Emilia in terms of young children’s subjectivity and teachers’ involvement. Specifically, I will discuss the characteristics of Japanese ECEC and the Reggio Emilia Approach relative to the children’s subjectivity and teachers’ involvement and examine their similarities. In doing this, I aim to decipher the characteristics of Japanese ECEC from the viewpoint of the Reggio Emilia Approach. As the results of this study made clear, the Reggio Emilia Approach and Japanese ECEC have similarities, in terms of how the curricula support children’s subjectivity and the suppression of teachers’ interventions. In addition, it was clear that Japanese ECEC emphasizes not only positive emotional experiences but also the negative emotional experiences of children

The Possibility of Using Qualitative Approaches for In-School Teachers’ Development in Early Childhood Education and Care : Focus on the KJ method and TEM

The purpose of this study is to determine the utilization possibility of qualitative approaches regarding in-school teachers’ development in early childhood education and care. In particular, findings of previous studies on the utilization possibility of the KJ method and TEM were reviewed. Previous studies indicated using the KJ method during in-school teachers’ development seemed to improve the understanding of young children and how to support them, plus communication and teamwork were promoted through collaboration with colleagues. In-school teachers’ development using TEM seemed to promote the understanding of the precious experiences of young children. Using such qualitative approaches, therefore, seems to provide a teacher with insight into a young child by trying to see his/her experiences within a real-life context, including the young child’s surroundings and influences, both social and cultural. Through qualitative approaches, required components for in-school teachers’ development in early childhood education and care, such as teachers’ reflections, the understanding of young children, and shared vocabularies and emotions, seem to be induced by sharing tasks with other colleagues.本稿は，独立行政法人日本学術振興会「平成26～28年度科学研究費補助金（基盤研究（C）・課題番号26381080）（実践コミュニティとしての保育カンファレンスのデザインに関する研究・研究代表者：中坪史典）の交付を受けて実施した研究成果の一部である

Deciphering Japanese “Education through the Environment” in Early Childhood Education and Care via a Comparison with the Reggio Emilia Approach

The purpose of this paper is to decipher Japanese “education through the environment” via a comparison with the Reggio Emilia Approach. In Japan, the goal of Early Childhood Education and Care (ECEC) is to educate young children through their environment. The Reggio Emilia Approach considers the environment to be a “third educator”. We compared the Japanese concept of “education through the environment” with the Reggio Emilia Approach because of their similarities in their approaches to ECEC. In this study, we utilized Japanese literature to conduct the comparison. Through the literature review, we discussed the following points: 1) what is “environment” as defined in the Japanese ECEC and the Reggio Emilia Approach? 2) Who has the role of creating and changing the environment? 3) How is the environment structured? After considering these points, we questioned and re-examined “education through the environment”

Why is the Temporary Childcare System Difficult for Japanese Parents to Use for Parental Relief?

This study clarifies the reasons Japanese parents experience difficulties in using the temporary childcare system for parental relief. Three factors were identified following a literature review of previous research related to temporary childcare systems and information from the official websites of each municipality. First, it was difficult to identify the little information provided about institutional procedures. When parents attempt to use the temporary childcare system for parental relief, they need to collect information and procedures from over one month prior and it is necessary to organize with the childcare provider in advance. Local governments may not provide enough information and may not maintain or manage temporary childcare systems. Second, temporary childcare was difficult to use for parental relief because of unconscious bias. For example, the unconscious bias, i.e., “childcare is the mother’s responsibility,” means that principals may not respond positively to the parents’ need to use the temporary childcare system for relief. Third, the mothers’ guilt makes them hesitate using the temporary childcare systems. Mothers also hold the same unconscious bias that childcare is the mother’s responsibility; therefore, they may hesitate using the temporary childcare system. Furthermore, these behaviors and actions also interfere with other mothers’ use of the temporary childcare systems for parental relief

Unconscious Biases Affect Women and Mothers

The purpose of this study is to sketch unconscious biases that affect women and mothers. As a result of this study, the following points become clear: (1) Unconscious biases also inform social norms and roles in women’s dress and makeup. Women accept them unconsciously. (2) The unconscious bias that “childcare is the responsibility of women” is still strong today. Therefore, mothers tend to feel guilt about their children. Mothers also hesitate to leave their children at daycare as a rest for themselves. (3) The unconscious bias that “childcareis the responsibility of women” causes various forms of maternal guilt. However, previous studies have not shown that mothers who work have a negative effect on their children’s development. These unconscious biases have been created by the social environment and culture and have an impact on the formation of our values and stereotypes. We need to think about the issues that women and mothers face by recognizing our unconscious biases.本稿は，日本発達心理学会第30回大会ラウンドテーブルで行った話題提供がもとになっている

A Comparison of SCAT and Ueno’s Qualitative Analysis as the Qualitative Data Analysis: A Study of Interview Data from a Kindergarten Director

The purpose of this study is to compare the characteristics of SCAT (Steps for Coding and Theorization) and Ueno’s qualitative analysis as a form of qualitative data analysis applied to interview data from a kindergarten director. The subject and methods of the study are as follows. (1) We interviewed the director of Kindergarten A. (2) The research question asked why he started to run the child-based kindergarten. (3) We analyzed the interview data using SCAT. (4) We also analyzed the interview data using Ueno’s qualitative analysis. (5) We compared their characteristics. The analyses made the following points clear. First, the SCAT is characterized by the decontextualisation of the segmented text, step by step. By contrast, Ueno’s qualitative analysis is marked by its recontextualization through the mapping and charting of metadata. Second, when we use SCAT, we need to understand the theory of qualitative inquiry and must read the text over and over, analyzing it over time. However, the intellectual excitement when we discover the inherent meaning in the text is great. However, Ueno’s qualitative analysis is superior in terms of cost performance, time saved, and energy savings, though it does not convert qualitative data into words. With this approach, the intellectual excitement we felt when we discovered the meaning inherent in a text was not as great as when using SCAT

Why Does a Child who initiates Conflicts with his Friends Resume Play with Them?: Case Study of Four-Years-Old Children Playing in a Sandbox

The present case study aimed to clarify factors affecting the resumption of play in a sandbox by a 4-year-old boy who had instigated conflicts with his friends. We video recorded the play of a number of 4-year-old children in the sandbox. We focused on “boy A” who initiated conflicts with his friends, and then resumed playing with them. Analysis of his behavior using Trajectory Equifinality Modeling (TEM) revealed that two important factors were involved. Boy A acquired a tool and then established a role according to requests from his friends. He then became involved once again with a friend who gave a purpose and a role to his play.本研究はThe 8th Biennial International Conference of Korean Society for Early Childhood Education (KSECE) と日本乳幼児教育学会第24回大会における発表内容の一部を加筆・修正したものである