著者

吉澤 茉帆

出版者

広島大学大学院教育学研究科

雑誌

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 (ISSN:13465562)

巻号頁・発行日

no.61, pp.121-128, 2012

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This article aims to discuss a method of research concerning the social interaction of children with developmental disorders. Children with developmental disorders are often provided early childhood education as part of integrated childcare. Because of such situation, many positive analyses which focus on social interacion of children with developmental disorders are cumulative. Many studies reveal the characteristics of these children's social interactions and provide practical advice that, if applied, results in effective practices and better-developed children. Many qualitative analyses concerning the sociology of education have been conducted. Some of this research attempts to reveal the socialization processes of children who do not have any disorders. In this article, I consider the possibility of using a qualitative method in studying the social interaction between children with developmental disorders and teachers or classmates in dynamic situations. Such research will demonstrate the social aspects of "developmental disorders.".