| Project/Area Number |
16K01866
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Childhood science (childhood environment science)
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| Research Institution | Bukkyo University (2019-2020)
Hyogo University of Teacher Education (2016-2018) |
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Principal Investigator |
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| Project Period (FY) |
2016-04-01 – 2021-03-31
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| Project Status |
Completed (Fiscal Year 2020)
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| Budget Amount *help |
¥4,680,000 (Direct Cost: ¥3,600,000、Indirect Cost: ¥1,080,000)
Fiscal Year 2019: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2018: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2017: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2016: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | 実行機能 / セルフレギュレーション / 集中力 / 幼稚園児 / 小学1年生 / STARTプログラム / 宮城県 / 学力 / 自己制御能力 / 発達 / 自己制御 |
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| Outline of Final Research Achievements |
After the Great East Japan Earthquake, increases in truancy, restlessness, and other problems have been reported in Miyagi Prefecture. These problems can be regarded as problems in self-regulation ability and executive function. In order to solve these problems, the START program developed by the author was implemented in kindergarten and first grade children, and the effects of the program were clarified.
In kindergarten children, the program group significantly improved their inhibitory control ability, their concentration behavior in the classroom, and their anxiety/depressive behavior compared to the control group. In first graders, self-regulation ability was improved in the program group compared to the control group. In addition, the responsiveness to the teacher's instructions in the program group was significantly better than that in the control group.
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| Academic Significance and Societal Importance of the Research Achievements |
筆者はGOALSプログラムを基に日本の教育実態に合わせて，担任教師が指導するSTARTプログラムを開発した。STARTプログラムの実行機能レッスンは，各レッスン10～20分で，6レッスンであることから教師にとって負担なく実施できる。
本研究では，STARTプログラムを実施した被災地宮城県の幼稚園児と小学1年生で，実行機能とセルフレギュレーション能力が向上した。このことは，同様の問題を抱える他の地域での効果も期待できる。また，プログラムの実施時期をずらせて，実験群と対照群を設定して研究を進めたことで，学校現場での実践研究であっても，実証性が高いデータが得られ，学術的にも意義がある。
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