| Project/Area Number |
19330168
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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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 | The University of Tokyo |
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Principal Investigator |
AKITA Kiyomi 東京大学, 大学院・教育学研究科, 教授 (00242107)
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| Co-Investigator(Kenkyū-buntansha) |
ODA Yutaka 国立特別支援教育総合研究所, 理事長 (50024998)
ASHIDA Hiroshi 兵庫県立大学, 環境人間学部, 教授 (20222606)
SUZUKI Kmasatoshi 兵庫教育大学, 大学院・学校教育研究科, 准教授 (90273820)
KADOTA Riyo 西南学院大学, 人間科学部, 教授 (10352197)
NOGUCHI Takako 十文字学園女子大学, 人間生活学部, 准教授 (30383334)
MINOWA Junko 川村学園女子大学, 教育学部, 准教授 (00458663)
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| Project Period (FY) |
2007 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥16,250,000 (Direct Cost: ¥12,500,000、Indirect Cost: ¥3,750,000)
Fiscal Year 2010: ¥3,120,000 (Direct Cost: ¥2,400,000、Indirect Cost: ¥720,000)
Fiscal Year 2009: ¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
Fiscal Year 2008: ¥4,290,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥990,000)
Fiscal Year 2007: ¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
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| Keywords | 就学前教育 / 移行 / 幼小連携 / 人事交流 / 幼稚園 / 小学校 / 保護者調査 / 縦断研究 / 環境移行 / 東アジア / 幼児教育 |
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| Research Abstract |
This study examined Japanese children's transition from early childhood education to elementary school education through three different components. At first, the authors conducted interviews of children in Japan and Taiwan and surveys of parents before and after entering elementary schools to look for changes and differences of their perceptions, anxieties, and expectations of schooling Japanese children tend to have more anxieties of peer relationships, learning, or school lunch, while Japanese parents would have expectations for basic life skills, group lives, emotional development, or peer relationships. The authors surveyed kindergarten and elementary school teachers, regarding vocabularies and pedagogical views, plus surveys of teachers who experienced exchange between kindergartens and elementary schools. It was suggested that kindergarten and elementary school teachers have different views at the level of their vocabulary and different trajectories of accommodating different school cultures.
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