著者

大石 茜

出版者

幼児教育史学会

雑誌

幼児教育史研究

巻号頁・発行日

vol.12, pp.13-27, 2017

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<p> The South Manchuria Railway Company, which assumed responsibility for education in the land appurtenant to South Manchuria Railways, enforced the Childrenʼs Playground Regulation in 1909 for Japanese children living in Manchuria, and revised it as the Kindergarten Regulation in 1922. It is important that the company initially named their institution for early childhood education as Childrenʼs Playgrounds rather than Kindergartens, because it reflected the Companyʼs unique policy. In fact, their focus on sanitary and physical education, as shown in these regulations, was based on "physical-culture-oriented education" in what educators of the day called "the policy of adapting to a local situations." Also it is noteworthy that the Company founded the Childrenʼs Playgrounds earlier than they did secondary education institutions, indicating the importance of early childhood education in the Manchurian educational system. To develop early childhood education under the Companyʼs policy, women teachers with high educational background were hired. It was a higher-paying job for women with better working conditions than were available in Japan proper. Because of the financial difficulties and the increase of migrants from Japan, not all of their ideals relating to kindergartens were materialized. However, each kindergarten tried to live up to the ideal by setting a limit to childrenʼs age for entrance and making class compositions flexible. The management of kindergartens was crucial for promoting migration from Japan proper to Manchuria because the development of early childhood education was considered to be an indicator of Manchurian living standards. In this sense, kindergartens were connected to imperialism.</p>

著者

塩崎 美穂

出版者

幼児教育史学会

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

vol.2, pp.73-76, 2007-11-30 (Released:2018-03-27)

著者

松島 のり子

出版者

幼児教育史学会

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

vol.6, pp.1-15, 2011-11-30 (Released:2018-03-27)

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Kindergartens and day nurseries were organized as separate systems and unevenly distributed in Japan after WWII. Previous studies show that the reasons for their distinct regional characteristics included the shifting demographic structure, industrialization, local or family needs, spread of existing facilities and rate of full-time homemakers. However, there has been limited research examining the effect of the local situation. This paper studies the actual situation and background of the development of and local differences between kindergartens and day nurseries by focusing on Nanao city, Kaga city, and Tsubata-town in Ishikawa Prefecture, where day nurseries from 1950s to 1970s developed remarkably as compared to kindergartens. Owing to the availability of municipal finances, several day nurseries that gained subsidies from the national and prefectural governments were established, but it was not feasible to increase the number of kindergartens. Additionally, there were other major circumstances, changes in the social situation such as the increase of primary industry workers becoming migrants or day workers due to changes in the industrial structure, and the historical situation such as the development of day nurseries before WWII. Thus, while the development of day nurseries advanced, the establishment of kindergartens fell behind. After WWII, each city or town established only one new public kindergarten, which was originally attached to an elementary school and offered educational opportunities to five-year-old children. This development may have been in response to the national plan aiming to improve the percentage of infants who finished kindergarten. With regard to the cases in the rural area of Ishikawa Prefecture, it is apparent that the institutional difference between kindergartens and day nurseries was extremely ambiguous; therefore, day nurseries that have developed did not necessarily target only the infants "who lack in early childhood education and care."

著者

浅野 俊和

出版者

幼児教育史学会

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

vol.8, pp.19-32, 2013-11-20 (Released:2018-03-27)

著者

是澤 博昭

出版者

幼児教育史学会

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

vol.12, pp.59-62, 2017 (Released:2018-03-27)

参考文献数

7

著者

稲井 智義

出版者

幼児教育史学会

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

vol.13, pp.45-47, 2018 (Released:2019-03-27)

著者

大沼 覚子

出版者

幼児教育史学会

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

vol.2, pp.15-30, 2007-11-30 (Released:2018-03-27)

被引用文献数

1

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In the Taisho period, Tsuchikawa Goro (1871-1947) criticized 'Yugi' of the Meiji Period, and proposed 'Ritsudo Yugi' (Rhythmic Play, namely Figure Marching) and 'Ritsudoteki Hyojo Yugi (Rhythmical Expressive Play, namely Singing Games). Through playing these new 'Yugi', he wanted children to experience what music and its rhythm expressed. The purpose of this paper is to reexamine the evaluation of Tsuchikawa in the previous researches and to show the historical meanings of his study on 'Yugi'. In order to achieve this goal, 1) I describe Tsuchikawa's activities and works to which have never been referred in the previous researches, 2) analyze his theories about 'Yugi', and 3) examine the relationship of Tsuchikawa to the Taisho and the beginnings of the Showa Period. As a result of this examination, several points thus become clear: First, Tsuchikawa played an important role in the process of building the concept of 'Yugi' or 'Oyugi'. That is to say, Tsuchikawa constructed new theories and created new works that opposed 'Yugi' of the Meiji Period. On the other hand, the popularization of Tsuchikawa's 'Yugi' and the confusion regarding 'Jido Buyo' (dances for children which usually use 'Doyo' as background music) reinforced the concept of 'Oyugi' as having a negative connotation. Moreover, Tsuchikawa insisted on the significance of the 'Education of Feeling', while in the Meiji Period the aim of education through 'Yugi' had inclined to gymnastics. The 'Education of Feeling' were greatly influenced by the New Education Movement and the Art Education Movement in the Taisho Period, and according to Tsuchikawa, this meant 1) a cultivation of aesthetic sentiment, 2) an experience with imagination of feelings expressed in 'Yugi', 3) an awareness of one's own body, and 4) genuinely enjoying 'Yugi'. I believe this is one of the important viewpoints to think about children's development of expression.

著者

是澤 博昭

出版者

幼児教育史学会

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

vol.12, pp.59-62, 2017

著者

山田 美香

出版者

幼児教育史学会

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

vol.3, pp.64-67, 2008-11-30 (Released:2018-03-27)

著者

河合 隆平

出版者

幼児教育史学会

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

vol.5, pp.1-16, 2010-11-30 (Released:2018-03-27)

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The purpose of this paper is to examine the beginning of childcare practice for infants with disabilities in wartime through analyzing Komizo's mental process as a nursery school teacher as described in her practical reports. The following four issues were examined: (1) her perspective on childhood development and childcare, (2) ethics and morality of nursery school teachers, (3) how to recognize the mentality and situation of childcare through maternal narratives, and how to respond to them, and (4) how to give meaning to the practical issues of childcare and Komizo's practical experiences concerning National Values and Policy issues. Komizo's childcare practices grew out of Reflexive-relations which reflects the framework of childcare in response to infants. Her framework for childcare practices was not modified during wartime. Although, she developed her own identity and searched for the meaning of childcare for exceptional infants, she spontaneously internalized the Emperor ideology and consciousness of war mobilization, recognizing the linkage between childcare practices and nationalism.

著者

織田 望美

出版者

幼児教育史学会

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

vol.10, pp.1-15, 2015-11-16 (Released:2018-03-27)

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The purpose of this paper is to illuminate a few aspects of the CIE's design for early childhood education in postwar Japan. The analysis here particularly focuses on the CIE's attitude towards and role in the "Compilation Committee of Course of Study for Kindergarten", an in-house committee of the Ministry of Education formulated in May, 1951. For this purpose, the essay examines various CIE documents, which are part of the GHQ/SCAP Records. In preparation for the committee's formation. Ambrose and Ewerz at CIE demanded that the prospective course of study be based on both observation and study conducted in the field. They also insisted that the prospective committee members include those who took classes on study of children offered at IFEL. Upon the committee's commencement, these two individuals - as committee members - met several times with officials at the Ministry of Education who also served as committee members and reiterated the significance of fieldwork, with instructions on how such study should be conducted. When the Japanese committee members drafted a framework for a Course of Study, Ambrose and Ewerz proposed amendments and made specific suggestions on the framework, but the actual content and the wording was subsequently left to the discretion of the Japanese committee members. Thus, this paper argues that Ambrose and Ewerz were motivated by their belief in the need to construct a framework within which Japanese people would independently develop an early childhood education concept that would accommodate their unique situations, while also refer to examples of the American equivalent. In other words, the CIE's attitude toward the committee reflected CIE's policies at the time, which was to assist the Japanese in the independent management and development of early childhood education after the U. S. occupation.

著者

椨 瑞希子

出版者

幼児教育史学会

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

vol.9, pp.51-66, 2014-10-31 (Released:2018-03-27)

被引用文献数

1

著者

太田 素子

出版者

幼児教育史学会

雑誌

幼児教育史研究 (ISSN:18815049)

巻号頁・発行日

no.9, pp.111-114, 2014-10-31