Current status and issues of child developmental support in pediatric wards : A case study on the employment and human resources of childcare workers

小児がんなど長期的あるいは，継続的に入院や治療を受けねばならない子どもが存在する。そのような子どもは，「子どもらしい姿」を表出しにくい環境におかれ，発達期に欠かせない遊びや人間関係形成，義務教育を受けられずにいるという現状がある。本研究では，医療的ケアの必要な子どもを支える専門職としての病棟保育士の職務の実態を明らかにし，子どもや家族を多角的に支える環境づくりに向けて，病棟保育士の職務上の改善点や問題点を確認することを目的とする。調査対象者は，北部九州圏域の病院に勤務する病棟保育士4名を対象とした。アンケートは2019年7月から8月にかけて，インタビューは2019年9月から10月にかけて実施された。これらの調査及びインタビューによって，次のことが示された。病棟保育士はより良い保育環境を整えるために，配置される人員の余裕を望んでいること。そして，単独配置になっている病棟保育士は，一人職場の困難感を感じていることが示された。早急な課題として，病棟保育士の雇用の確保と現場の増員が求められると考えられる

Coordination of visual and locational information in young children

最近の空間認知に関する発達的研究では、視点取得課題における子どもの自己中心的反応は、空間情報の1次的使用(外的参照枠に基づく定位)と2次的使用(他視点からの見えの推測)の両者をうまく協応できないために生じると考えられている。しかし、そうした研究では見えの推測における正誤のみが検討され、対象の見え情報と位置情報の使用に関する発達的知見は十分に得られていない。本研究では、5歳から6歳の子ども28名を対象に、3つの対象物の布置を呈示し、布置を隠した後、180度異なる地点に移動させ、見えの再構成(呈示時の見えのとおりに布置をつくる)および対象の定位(対象物の位置を指し示す)をおこなわせた。その結果、多くの子どもは、見えの再構成において対象物が隠されている位置に一致するように布置を構成した。また、見えの再構成に成功した子どもでも、その半数は対象の定位において正しい位置を指し示すことができなかった。したがって、幼児は空間情報を主に1次的に使用しており、現在の位置情事臣と過去の見え情報の協応が困難であることが示唆された

Relationship between the ability to use viewer-centered representation and other spatial abilities in young children

Investigated the relationship between the ability to represent a spatial array separate from its surroundings and other spatial abilities in young children (aged 4-6 yrs). Ss were asked to reconstruct an array of objects after they had been rotated to face the opposite side of the room. Spatial abilities were assessed by Embedded Figures Test, left-right understanding, and viewer-centered drawing task. In the reconstructing tasks, Ss made egocentric (viewer-centered) and allocentric responses. However, the relationship between those responses and spatial abilities were not consistent. Results indicate that the ability to represent a spatial array is independent of examined spatial abilities and the difficulty of reconstruction lies in the coordination between egocentric and allocentric spatial frame of reference. The differences of spatial tasks are discussed in terms of navigability

The effect of landmarks on young children's viewer-centered representation

Focusing on 30 children aged 3 and 4, the effect of landmarks in reconstructing spatial array in accordance with viewer-centered representation was studied. Subjects were instructed to turn round and reconstruct a triangular array which is comprised of three objects. In the experimental condition, subjects constructed the triangular array in the space enclosed with opaque sheets to prevent the subjects from using a clue or a framework comprised of landmarks (such as windows, doors, and furniture), while those sheets were removed in the control condition. In result, when constructing, subjects confused with the objects on the left and the right (allocentric response) or maintained their positions (viewer-centered response), but the percentages of allocentric and viewer-centered responses between experimental and control conditions showed no effect of landmarks. Many of the subjects were very young, but, performed in accordance with viewer-centered representation independently of surroundings, and presented allocentric performance regardless of available landmarks presence. In conclusion, it was suggested that the allocentric response was not attributed to the direct association of an object position with a landmark, and that children aged 3 and 4 can show viewer-centered performance in spatial cognition. Finally, possible involvement of additional processes such as spatial updating and reference to special feature of anistropic space was discussed

Onomatopoeia expression during preschool activities in a natural setting

Onomatopoeia expression is a sensitive word or a grouping of words that imitates the sound it is describing, suggesting its source object. This research report investigates onomatopoeia expression by preschool children and their teachers during activities in a natural setting. This report also considers the relationship between the onomatopoeia expression and the natural setting. The investigation continued from April 18 to July 18, 2007. The subjects were children 3-5 years old and their classroom teachers. To capture onomatopoeia data in a natural setting, children and their teachers were observed by investigators through video and audio recordings. The following three discussions were obtained. 1) The onomatopoeia expression develops over early childhood. 2) Onomatopoeia expression can be an effective way to describe the immediate environment. 3) Teachers can help children to understand the outside world by utilizing onomatopoeia expressions and encouraging their use by children in describing surrounding things or phenomenon. These three points will continue to be studied in future investigations

The adjective image of urban environment for schoolchildren and its developmental changes : Corresponding to their icons use in environment map design

Recently, increasing the activities for city planning or renovation that citizen participated in the world. In this study, focus on Hiroshima ECO-PEACE-MAP activity, the one of Japanese GREENMAP proposed by Wendy Brawer, researched developmental changes of schoolchildren's adjective images for their life city and corresponded to their icons use in environment map design. The children in 4th and 5th grade completed a questionnaire composed of 18 pairs of adjectives such as noisy-quiet or dark-light. Their profiles of image in part changed through 4th-5th or before-after activities, and its might be reflected cognitional development for the components of city environment as their icons use