- 著者
- 松井 剛太
- 出版者
- 日本保育学会
- 雑誌
- 保育学研究 (ISSN:13409808)
- 巻号頁・発行日
- vol.51, no.3, pp.295-306, 2013-12-25
本研究の目的は,障害のある子どもがいる保育にとって,すべての子どもが充実した遊びを行うための示唆を提起することであった。研究方法として,特別支援学校幼稚部の遊びを分析対象とした。その結果,以下のポイントが明らかになった。第1に障害特性論から脱却することが遊びの充実につながること,第2に,個々の子どもの遊びの構えに着目すること,第3に,遊び込むための構造化を考えること,第4に,集団のノリを生むための教師の役割を振り返ること,であった。最後に,障害特性論の脱却のためには,保育独自の個別の指導計画の開発が必要であることを提起した。
- 著者
- 越中 康治 上田 敏丈 若林 紀乃 濱田 祥子 岡花 祈一郎 中西 さやか 廣瀬 真喜子 松井 剛太 八島 美菜子 山崎 晃
- 出版者
- 広島大学大学院教育学研究科附属幼年教育研究施設
- 雑誌
- 幼年教育研究年報 (ISSN:03883078)
- 巻号頁・発行日
- vol.40, pp.49-60, 2018-10-19
The purpose of this study is to clarify the actual conditions of personal records such as "support files" and "transition support sheets" created by early childhood facilities (kindergartens and nursery schools) to provide transition support to children with disabilities. The study seeks to examine how these records are created by early childhood facilities and used by elementary schools. A nationwide questionnaire survey targeting public and private kindergartens, nursery schools, and elementary schools was carried out. The survey results show that about half of the early childhood facilities created these records and that the records were being effectively utilized by the elementary schools that received them. However, there were also differences based on the type of institution: for instance, the rate of record creation was high at public kindergartens and low at private kindergartens and nursery schools. In terms of record content, there is a possibility of a gap between the information recorded by early childhood facilities and that sought by elementary schools. Based on these actual conditions, this study identifies issues to be considered in the effective creation and utilization of records.本研究は平成28年度文科省委託「幼児期の教育内容等深化・充実調査研究」(調査研究課題:幼保小接続における学習機会の保障としての合理的配慮に関する研究,研究受託機関:名古屋市立大学)の助成を受けて行われた研究成果の一部である。なお,本稿の一部は日本教育心理学会第59回総会において発表した。
- 著者
- 松井 剛太
- 出版者
- 日本保育学会
- 雑誌
- 保育学研究 (ISSN:13409808)
- 巻号頁・発行日
- vol.47, no.1, pp.12-21, 2009-08-30
The purpose of this study is to clarify the structure of teacher conferences where teachers have the opportunity to reflect on their personal childcare practices and consider the frameworks in which these practices occur. During teacher conferences, the author analyzed the content of teacher questions and examined how these questions worked as change agents to transform the teachers' childcare practices. The change agents included fundamental questions about their own frameworks of childcare based on their experience. The result suggests that the change agent plays an effective role to reconsider and improve their childcare practices. It is clear that an effective teacher conference has a structure based on an essential intention to support teacher reflection on their personal childcare practices.