| Budget Amount *help |
¥2,400,000 (Direct Cost: ¥2,400,000)
Fiscal Year 2000: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1999: ¥400,000 (Direct Cost: ¥400,000)
Fiscal Year 1998: ¥400,000 (Direct Cost: ¥400,000)
Fiscal Year 1997: ¥1,100,000 (Direct Cost: ¥1,100,000)
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| Research Abstract |
The purpose of this research is to clarify the figure of children's societal thinking in everyday life and the process of its development. To achieve this purpose, we carried the 4years continued investigation into effect, that used same subjects who were 108 second grade students and 107 third grade students in 1997, and used same questionnaire that consisted of 12 questions included decision making on their lemonade's price in some different contexts of everyday life, for example, "When a number of people have gathered to see a soccer game, do you raise or cut the price of your lemonade? " "When a number of children have gathered to participate in an athletic meeting, do you raise or cut the price of your lemonade? "
Results of this research are as following.
1) The rate of correct response of both subject groups was higher in the simple context than in the complex context. The complex context includes plural conditions of which children have to take account at the time of decision making, e.g. morality, sympathy, character of person. Therefore, the development of children's societal thinking in everyday life is concerned with considerable conditions that constitute the context.
2) In changes of several children's responses during 4years, there were two patterns. The first is one that children's responses concentrate on the correct response with their years (pattern 1). The second is one that children's responses walk up and down between the correct response and the non-correct (pattern2). Pattern2 was seen prominently in questions with a complex context. Therefore, the route of the development of children's societal thinking is concerned with the context in which children are thinking.
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