著者
角野 雅彦
出版者
鹿児島国際大学福祉社会学部
雑誌
福祉社会学部論集 = Quarterly journal of welfare society (ISSN:13466321)
巻号頁・発行日
vol.38, no.1, pp.15-28, 2019-07-01

Our country's welfare policy for children who need social care is based on helping children to be independent in the future. While most of the child care facilities focus on teaching children common sense and good habits, they do not do enough on preparing them to be independent when they grow up. Due to the children living in the care facilities they couldn't get the appropriate nurturing environment so they often have troubles regarding their mental well-being and physical health. Instead of prioritizing nurturing support, scholastic support and entrance into a higher education should be given priority. On the other hand, to master a basic scholastic ability helps to increase self confidence. This benefits school life which leads them to a better life. Getting into a college does this as well. The new view of scholastic ability, which emphasizes the zest of living, brings the relationship between scholastic ability and social independence closer. Child care facilities also require specific support for children to acquire basic scholastic ability.
著者
角野 雅彦 カクノ マサヒコ Kakuno Masahiko
出版者
鹿児島国際大学福祉社会学部
雑誌
福祉社会学部論集 (ISSN:13466321)
巻号頁・発行日
vol.37, no.1, pp.1-15, 2018-07-01

「保育相談支援」は、大学・短期大学などの保育者養成課程(幼稚園教員・保育士)に設置された必修科目の一つである。だが日本では、幼稚園と保育所の設置理念と発展経緯の違いから、相談支援の内容や対応が異なる。たとえば教育機関である幼稚園は、発達や学習の到達度、友人関係などを指導助言することが主で、保護者の精神疾患や貧困など、深刻な理由を背景とする相談支援は想定していなかった。一方、福祉施設である保育所は、さまざまな公的支援を必要とする家庭とその親を支えてきた長い経験を有している。所轄する文部科学省と厚生労働省の間でも「保育相談支援」の認識において隔たりがある。平成30年度以降の保育者養成課程幼稚園教員・保育士)のカリキュラム改正によって現在の「保育相談支援」は閉講となり、それぞれの課程で新科目が開設される可能性が高い。統合化が困難になった諸事情については今後も議論の余地がある。There are some different ideas in kindergarten and nursery school in the contents of counselling support from different of development process in Japan. For example, Parents of kindergarten's children have high income relatively, for that purpose kindergarten teacher often guides child's development and friend relation in parents and advises. Such advice is educational, not welfare-like. In fact, kindergarten teachers tend to provide support pointed after elementary school entrance. On the other hand, nursery school teacher has supported a difficult home with poverty and parent sickness. It's difficult to integrate a kindergarten and nursery school in teacher education. It's in the way to be different from concept and practice at kindergarten and nursery school in counselling support.