2026-03-08T03:58:45Z https://kbu.repo.nii.ac.jp/oai

oai:kbu.repo.nii.ac.jp:00000971 2023-08-25T08:10:11Z 10:17

幼児による保育環境の想定外の使い方 -日本とニュージーランドの保育者はどのように捉えるか- How Teachers Respond When Children Engage in Unexpected Interactions with Physical Environment in Early Childhood Settings: A Comparison between Japan and New Zealand 松井, 愛奈 MATSUI, Mana physical environment in early childhood settings unexpected interactions New Zealand This study employed a questionnaire survey to find out how and on what grounds teachers in Japan and New Zealand respond to five specific children’s unexpected interactions with physical environment in earlychildhood settings (climbing up the slide from the bottom / using books as a wall of the room for their pretend play / wearing tambourines on their feet in place of shoes / using stuffed animals as ingredients in the pretend cooking / riding on a wheelbarrow for moving sand). Overall, teachers in New Zealand were more likely to approve the children’s unexpected interactions than teachers in Japan. The most prominent difference was observed for the response to the children “using stuffed animals as ingredients in the pretend cooking.” Japanese teachers tended to disapprove the act, as they personalized the stuffed animals and felt a strong hesitation to regard them as food materials. On the other hand, all the New Zealand teachers but one approved the act, as they placed more importance on respecting the child’s cultural background such as hunting animals for food. Teachers both in Japan and New Zealand generally revealed positive attitudes toward unexpected interactions, finding the child’s ideas interesting and appreciating their potential to extend the play, and were willing to approve them unless there are safety issues. However, only Japanese teachers described the difficulty in deciding to what extent the unexpected interactions should be allowed, or the fact that the group settings prevent them from approving such interactions. In addition, the importance of risk-taking experience was pointed out only by New Zealand teachers, and they were more likely than Japanese teachers to permit unexpected interactions. These results may reflect the differences in the minimum standards to secure the safety of children at early childhood centers between the two countries, including the child-teacher ratio. The results suggested that the number of children that each teacher is responsible for in Japan is too large for the teachers to provide sufficient safety control, and they have little choice but disapprove unexpected interactions, despite their wish to respect children’s creative ideas. 3 KJ00010149459 論文 Article 2016-03-31 jpn departmental bulletin paper https://kbu.repo.nii.ac.jp/records/971 AA1252511X 21860033 心理社会的支援研究 6 21 32 https://kbu.repo.nii.ac.jp/record/971/files/KJ00010149459.pdf application/pdf 465.1 kB 2017-03-23