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グローバル化する社会における小学校への移行の質的変化 ―アメリカ合衆国カリフォルニア州の場合―
https://kbu.repo.nii.ac.jp/records/1057
https://kbu.repo.nii.ac.jp/records/10578a094f9c-4777-4354-8a1e-c60f93bcdf55
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00009226359.pdf (409.6 kB)
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| Item type | [ELS]紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2017-03-23 | |||||||||||
| タイトル | ||||||||||||
| タイトル | グローバル化する社会における小学校への移行の質的変化 ―アメリカ合衆国カリフォルニア州の場合― | |||||||||||
| タイトル | ||||||||||||
| タイトル | Qualitative Changes of the Transition to Elementary School in the Globalizing Society | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Transition from Preschool | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Elementary School | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | United States | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 雑誌書誌ID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA12420188 | |||||||||||
| 著者 |
中島, 千惠
× 中島, 千惠
× NAKAJIMA, Chie
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| 著者所属(日) | ||||||||||||
| 京都文教大学臨床心理学部教育福祉心理学科 | ||||||||||||
| 著者所属(英) | ||||||||||||
| en | ||||||||||||
| Kyoto Bunkyo University Department of Psychology for Child Education and Community Faculty of Clinical Psychology | ||||||||||||
| 記事種別(日) | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | 論文 | |||||||||||
| 記事種別(英) | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | Article | |||||||||||
| 抄録(英) | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | What does transition from preschool to elementary school mean in the globalizing society? Based on the field research in California in the United States, this paper aims at considering the qualitative changes in transition from the following three aspects. (1) How the transition has changed in quality? (2) What sort of psychological process does it mean for children to go through transition to elementary school? (3) How best we can understand and cope with the transition for the best interest of children? With the advancement of globalization, elementary schools in California have been facing with the challenges that arise from such changes as the increase of children whose mother tongue is not English, people who move all over the country, people with different life styles and values, and the increase of poverty, family collapse, and drug use. In the context of above social change, the transition is more to do with the acculturation of family culture, choice of culture, and the crisis of mother tongue. In the United States where accountability has been reinforced, transition also means for the children to be baptized with, and systematically incorporated with the culture of evaluation, that can threaten them to be excluded from school. Under the global economic competition, the United States Federal Government took the policy for ʼUniversal Preschool,ʼ and higher standards. These policies along with the change of society, influenced the concept and the stage when children are prepared for school. The author found through the field research that the concept of school readiness became more comprehensive including family, committed community and schools ready for transition. It was also came to be taken as a process rather than a static condition. Although there was the emphasis on literacy and numeracy, the local authorities were trying to prevent parents to be too much academic oriented for school readiness. The process of school readiness was also understood as important element that advance the equality and fairness, as shown by the mission statement of the First 5 California. The role of parents was becoming larger. There was the emphasis that ʼthe childrenʼs transition is parentsʼ transition.ʼ Practices in California evokes the thought that unless appropriate and positive support is not provided, the gap may widen even further between the families that are ready and not ready in Japan. | |||||||||||
| 書誌情報 |
臨床心理学部研究報告 en : Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University 巻 6, p. 39-53, 発行日 2014-03-31 |
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| 表示順 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | 4 | |||||||||||
| アクセション番号 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | KJ00009226359 | |||||||||||
| ISSN | ||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||
| 収録物識別子 | 18843751 | |||||||||||
