| Co-Investigator(Kenkyū-buntansha) |
TAKAHAMA Tuko THE UNIVERSITY OF AIZU, JUNIOR COLLEGE DIVISION, ASSOCIATE PROFESSOR, 短期大学部, 助教授 (10248734)
TASHIRO Kazumi OCHANOMIZU UNIVERSITY, SCHOOL OF HUMAN LIVING AND ENVIRONMENTAL SCIENCE, ASSOCIATE PROFESSOR, 生活科学部, 助教授 (80227074)
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| Budget Amount *help |
¥7,000,000 (Direct Cost: ¥7,000,000)
Fiscal Year 2000: ¥1,700,000 (Direct Cost: ¥1,700,000)
Fiscal Year 1999: ¥2,500,000 (Direct Cost: ¥2,500,000)
Fiscal Year 1998: ¥2,800,000 (Direct Cost: ¥2,800,000)
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| Research Abstract |
This project placed how children in kindergarten and nursery education behave intelligently by embodied conduct within ecological settings and examined aspects and developments of 'embodied knowing' mainly through observation method. Particularly, we did as a principal investigation a longitudinal study of three years on a class of a kindergarten, and also combined periodical observations and practical collaborative studies in other kindergartens, long-term observations of a few children, and other studies with it. Also we investigated kindergarten teachers. As results, we divided children's learning process in early-childhood education settings into three modes, i.e., learning by immersion, learning by viewing, and learning by imaging. Especially, we argued from examples that the process where children entered into a kindergarten environment, moved around there, and learned things formed a base of other two learning modes. Further, we found that the learning by immersion lied in relat
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ionships between children and other children and adults and fields surrounding these. These relations consisted of cognitions in moving around and transactions with others, based on physical relationships. We call here formation of these relations as 'embodied knowing'.
Concretely, first, we showed by classifying bodily movements through construction of children's play images and interrelationships that similar bodily movements between children exercise functions connecting peer relationships. Second, we found that in scenes where children made fun of each other, deviations from routine conducts and utterances carried distinct meanings. Third, we showed the significance of group entry using bodily conducts and implicit utterances without explicit verbal approach in several representative settings. Furthermore, we examined the corporality in the care acts of teachers, which showed that the transformation occurred through conferences on education and care, and reflection of care through video-replay and recollection. From above, we were able to extend the viewpoint of embodied knowing to analyses of not only early education situations in general, but also interactions between children and teaching acts of teachers. Less
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