著者
石井 正子 三浦 香苗
出版者
昭和女子大学
雑誌
學苑 (ISSN:13480103)
巻号頁・発行日
vol.808, pp.62-73, 2008-02

This research was done in an attempt to find out what kind of experience in real life and sense of values are influential to life-destroying behaviors in elementary school children and junior high school students and how the relations are different among the two age-groups. The subjects who gave answers to our questionnaire were 225 elementary school children from 3 schools and 256 junior high school students also from 3 schools. As for the factor analyses of their answers concerning their experiences in real life and sense of values, the two groups showed a similar five-factor structure but the factor structures of the life-destroying behavior in both groups were different. Many experiences in real life correlated with life-destroying behaviors while correlations between the sense of values and life-destroying behavior were limited. As for the results of a multiple linear regression analysis, only one factor 'affirmation of violence & exclusion of the aged' related to all the life-destroying behaviors. Their affinity to the nature had a positive influence to the elementary school children's 'unconscious killing with light motive' and 'killing waterside creatures' and junior high school students' 'unconscious killing with light motive' and 'brutal killing'. The elementary school children's experience of breeding pets had a negative influence to 'killing familiar creatures' and 'killing small wild animals'. The junior high school students' sense of 'denial to physical punishment' had a restrictive influence to their 'unconscious killing with light motive' and 'brutal killing'.
著者
永岡 都 石井 正子
出版者
昭和女子大学
雑誌
學苑 (ISSN:13480103)
巻号頁・発行日
vol.872, pp.67-83, 2013-06-01

This paper summarizes information which the authors obtained through literature and on-site inspections of early childhood education in the cities of Reggio Emilia and Pistoia in the Italian Republic, with the aim of obtaining ideas for Japan's early childhood education and training programmes for teachers at Japanese kindergarten and nursery schools, which are in urgent need of reform. The system of early childhood education that began after the Second World War in Reggio Emilia, a city located in northern Italy, is now called the Reggio Emilia Model. Ever since Newsweek described it in 1991 as the best, most innovative and most practical model in the early childhood education category, the Reggio Emilia approach has had a tremendous influence on early childhood education, not only in Europe and the US, but also in Japan. We recently visited sites in the cities of Reggio Emilia and Pistoia that apply the Reggio Emilia approach to early childhood care and education, talked directly with teachers and administrators who put it into practice, and discerned that this approach is not an educational method, but rather, a community-wide comprehensive care and education system. The process of reform which has been carried out in the two cities-establishing a care and educational system by identifying the development of the child from age 0 to 6 in a continuous fashion and stressing collaboration with the community, while enhancing teachers' skills through ongoing training programs-is, simply put, the pursuit of the best environment for a child to live in. On the other hand, the outcomes of the dynamic practice of the Reggio Emilia approach show, in a variety of forms, that a child is not just a recipient of assistance and instructions, but that his or her presence has the power to activate the community and support society as a whole.
著者
石井 正子 中村 徳子 Ishii Masako Nakamura Noriko 昭和女子大学初等教育学科 昭和女子大学初等教育学科
出版者
光葉会
雑誌
學苑 = GAKUEN (ISSN:13480103)
巻号頁・発行日
vol.860, pp.82-97, 2012-06-01

Abstract In this paper, we review the literature regarding the education of autistic children, summarize information obtained from an inspection of educational facilities for autistic children in the United States, and point out possible problems in the treatment of autistic children. Various educational programs for autistic children, including ABA(Applied Behavior Analysis), TEACCH(Treatment and Education of Autistic and related Communication handicapped Children), and DIR(The Developmental, Individual Difference, Relationship-Based model), were developed in America, and that they are effective has been confirmed. For children aged 3-21 with disabilities, the federal government provides appropriate public education free of charge, as is guaranteed in the Individuals with Disabilities Education Act. However, parents of autistic children are required to have specialized knowledge about their child's disabilities and rehabilitation, and to have the ability to effectively take advantage of social resources. We also consider the question of whether too much emphasis is placed on educational programs tailored to individual students at the expense of the possible beneficial effects of mass education.
著者
三浦 香苗 長澤 陽平 石井 正子 Kanae MIURA Yohei NAGASAWA Masako ISHII 千葉市立宮崎小学校 植草幼児専門学校 Miyazaki Elementary School in Chiba-shi Uekusa Kindergarten Teacher Training School
出版者
昭和女子大学
雑誌
學苑 = GAKUEN (ISSN:13480103)
巻号頁・発行日
vol.761, pp.27-39, 2004-02-01

The purpose of this study is to investigate how contemporary college students perceive destroying living things. In Study 1, an attempt was made to make a scale incorporating factor analysis of various items concerning destroying lives. The result extracted three subscales: "brutal destruction for play", "destruction for human living", and "destruction for educational practice". In Study 2, we examined relationships between the three subscales and student past experiences. Results showed that the three subscales had correlations with "wild play experience" and "experience of gathering food". In Study 3, the scale of destroying lives was completed, and the correlation with human living experience and their sense of life value were investigated. The results showed that experience of keeping a pet worked negative toward "brutal destruction" and "dissection". Also, "field play experiences" and "experiences in home" worked positive toward "dissection".
著者
石井 正子
出版者
大阪大学
雑誌
基盤研究(C)
巻号頁・発行日
2008

本研究では、フィリピン南部の紛争アクターのうち、1)モロイスラム解放戦線(MILF)、2)モロ民族解放戦線(MNLF)EC15派、3)MNLFミスワリ派の3つに注目し、主に関係者へのインタビュー調査を通じて、その動向を分析した。MNLFと政府との和平合意の行方が混迷するなか、MILFは支持者を増やし、MNLFは分裂弱体化している実態が理解できた。一方、MILFも政府との和平交渉が進まないなか、支持者の裾野は広げつつも、内部に意見相違があることが分かった。これらの研究調査により、紛争が長期化する原因について理解を深めた。
著者
押川 文子 村上 勇介 山本 博之 帯谷 知可 小森 宏美 田中 耕司 林 行夫 柳澤 雅之 篠原 拓嗣 臼杵 陽 大津留 智恵子 石井 正子
出版者
京都大学
雑誌
基盤研究(A)
巻号頁・発行日
2006

本科研は、複数地域を研究対象とする研究者による地域間比較や相互関連を重視したアプローチを用いることによって、グローバル化を経た世界各地の地域社会や政治の変容を実証的に検証し、それらが国内外を結ぶ格差の重層的構造によって結合されていること、その結果として加速するモビリティの拡大のなかで、人々が孤立する社会の「脆弱化」だけでなく、あらたなアイデンティティ形成や政治的結集を求める動きが各地で活性化していることを明らかにした。