| Project/Area Number |
22530708
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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 |
Educational psychology
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| Research Institution | Kumamoto University |
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Principal Investigator |
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| Research Collaborator |
FUKUSHIMA Ryuichi 合志中部保育園, 理事長
SUZUKI Akiko 熊本市楡木小学校, 教諭
SUMI Kanako 熊本県玉名小学校, 教諭
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| Project Period (FY) |
2010 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2010: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 自律的自己 / 実行(EF)機能 / peer teaching / メタ認知的発達 / 就学前教育 / 幼児の実行(EF)機能 / peer learning / 就学前教育プログラム / メタ認知的発達指標 / 幼児の統制(実行)機能 / 発達と教育 / peer tutoring / 教育プログラム / 自律的自己の発達 / 時間を超えた自己理解 / 認知と情動の自己制御 / 対人葛藤解決 / 発達評価 |
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| Research Abstract |
The present research concerned with preschool children’sregulative processes of several domains of executive functions (EFs). Firstly, we adoptedcorrelational design to investigate preschool (5 to 6-year-old) children’s developmentalunderstanding interwoven with the future-oriented thinking, emotional regulation, ToM,and socio-cognitive conflict resolutions. Secondary, we had analysed how the preschooler'speer-teaching strategies were related with ToM or the mental understanding of others, andrevealed the beginning of functional relationship between teaching strategies and ToM.And finally the relationships between children’s metacognitive participation andteacher’s sustaining the learning environment in elementary school math lessons were verysuggestive for creating nurturing environment of EFs and autonomously-reflective self inpreschool children.
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