| Project/Area Number |
17530551
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Chiba University |
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Principal Investigator |
ITO Yoko Chiba University, Faculty of Education, Associate Professor, 教育学部, 助教授 (30282437)
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| Project Period (FY) |
2005 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥1,900,000 (Direct Cost: ¥1,900,000)
Fiscal Year 2006: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2005: ¥1,400,000 (Direct Cost: ¥1,400,000)
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| Keywords | child care education / readiness for parenting / development of teaching materials / Experience in early childhood education and care / lifelong education |
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| Research Abstract |
In this research Parenting is regarded as 'development for reproduction and nurturing of next generation', and Readiness for Parenting is defined as 'stages in the process of developing Parenting'. This research was aimed to develop the parenting program for junior and senior high school students in order to cultivate their Readiness for Parenting.
There are four tasks in this research. The first task is to examine the educational effectiveness of Cooking Class with children (CC) and to compare it with that of Experience in early Childhood Education and Care (ECEC) through the questionnaire for measuring the changing process of their Self-Efficacy for social interaction with children. It was found that ECEC enhanced students' Self-Efficacy for social interaction with children in non-conflict situations and CC enhanced it in conflict situations.
The second task is to review parenting programs and investigate special parenting programs for junior and senior high school students in U.S. for the sake of gathering fundamental materials. 'Learning How to Care Curriculum' was one of special parenting programs for teens and it was proved to be an effective program. In the process of this program, students experience authentic learning of parenting and caring to others.
The third task is to clarify the educational assignments concerning ECEC in Home Economics. The questionnaire survey involved two parties : senders and recipients i.e., the home economic teachers who took their students to kindergarten and day nursery to play with children, and the preschool teachers at those facilities. In conclusion, both the senders and the recipients of ECEC should endeavor to strengthen and create more ties in order to enhance the educational effectiveness of ECEC.
The fourth task is to develop the Guidebook for ECEC. This was highly regarded by junior and senior high school Home Economics teachers.
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