Graduate School of Education, The University of Tokyo
Abstract
The class management in the whole-group activities have been practiced for a long time in Japanese Early Childhood Education (ECE), since it plays an important role in the holistic development of children, such as cognitive, social emotional, physical abilities. This paper reviews the research on the whole-group activities of preschool children from the following viewpoints: 1) the historical change toward revision of national curriculum about the whole-group activities in ECE, 2) analysis about the whole-group activities in Japanese approach, and 3) sorting about mainly specific activities in the whole-group activities. This review reveals that the whole-group activities try to keep child-initiative and context in which it takes place, but teachers also have ambiguous structure to power relationship toward children
