著者

小津 草太郎 木原 一郎 太治 大輔 若林 紀乃 山崎 晃 千代 章一郎 關 浩和

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.29, pp.13-22, 2007-06-07

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Recently, increasing the activities for city planning or renovation that citizen participated in the world. In this study, focus on Hiroshima ECO-PEACE-MAP activity, the one of Japanese GREENMAP proposed by Wendy Brawer, researched developmental changes of schoolchildren's adjective images for their life city and corresponded to their icons use in environment map design. The children in 4th and 5th grade completed a questionnaire composed of 18 pairs of adjectives such as noisy-quiet or dark-light. Their profiles of image in part changed through 4th-5th or before-after activities, and its might be reflected cognitional development for the components of city environment as their icons use.

著者

佐野 美奈

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.33-40, 2018

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The purpose of this study is to quantitatively analyze the characteristics of the elements of movement in the musical expression of kindergarten children during musical experience centered on rhythm in the practical process of MEB (Musical Expression Bringing up) program created by the author. MEB program consists of four phases of activities to recognize musical elements in early childhood. In this study, F kindergarten children and Y kindergarten children with different childcare forms participated in the music test devised by the author, and the first and second phases' activities practice. The children participated in motion analysis through 3D motion capture by the activity phase of the MEB program (n =73). The correlation between the music test result of the participant children and the MVN measurement result was analyzed. As a result, regarding the elements of movement, a significant difference was observed in the activity phase factor over the age factor. Furthermore, it was found that a correlation between recognition of musical elements and movement in musical expression was observed in the moving distance and the moving acceleration regarding the hand.MEXT/JSPS KAKENHI Grant Number 16K04579

著者

富田 昌平

出版者

広島大学

雑誌

幼年教育研究年報 (ISSN:03883078)

巻号頁・発行日

vol.26, pp.105-113, 2004-03-25

著者

富田 昌平

出版者

広島大学教育学部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.25, pp.79-86, 2003

著者

富田 昌平 山崎 晃

出版者

広島大学教育学部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.24, pp.31-39, 2002

著者

越中 康治 目久田 純一

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.39, pp.33-41, 2017

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This study aimed to explore characteristics of daycare and elementary school teachers' verbal support to children in the context of peer trouble. A questionnaire survey was conducted among daycare teachers, which included kindergarten teachers and elementary school teachers, as well as undergraduate teaching students, who were mainly students studying to be elementary school teachers. They were requested to freely describe the verbal support they used in situations of trouble among children, and an analysis was conducted using text mining. Results revealed that undergraduate teaching students tended to make suggestions and issue warnings, such as "you cannot hit" or "you cannot do that." Many suggestions and warnings among the elementary school teachers were similar to those of the undergraduates; however, there were also questions such as "why" and "what did you want to do?" Conversely, although, similar to the elementary school teachers, the daycare teachers asked many questions, they offered relatively few suggestions and warnings as compared with the undergraduate teaching students and elementary school teachers. It was found that daycare teachers, elementary school teachers, and undergraduate teaching students all have their own characteristic expressions.本研究は日本パーソナリティ心理学会第21回大会において発表した内容を加筆・修正したものである。本研究はJSPS 科研費15K17263の助成を受けた。

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

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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

小坂 圭子

出版者

広島大学

雑誌

幼年教育研究年報 (ISSN:03883078)

巻号頁・発行日

vol.21, pp.35-43, 1999-03-25

著者

浜崎 隆司 荒木 美代子 高橋 香織 原 憲慶

出版者

広島大学

雑誌

幼年教育研究年報 (ISSN:03883078)

巻号頁・発行日

vol.23, pp.57-64, 2001-03-25