Preschool teacher's beliefs about young children's mathematical development and the effect of their facilitative support
| Project/Area Number |
22730605
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educaion
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
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| Project Period (FY) |
2010 – 2011
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| Project Status |
Completed (Fiscal Year 2011)
|
| Budget Amount *help |
¥2,990,000 (Direct Cost: ¥2,300,000、Indirect Cost: ¥690,000)
Fiscal Year 2011: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2010: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
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| Keywords | 発達心理学 / 幼児教育 / 数知識 / 保育者 / 保育活動 / 観察 / 数量知識 / 数概念 |
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| Research Abstract |
This study aimed at examining the process of young children's acquisition of mathematical knowledge in Japanese preschools where children's spontaneous interests are highly valued. From the interview with preschool teachers, preschool classroom observations, and math assessment of children, it was suggested that, 1) although Japanese preschool teachers are reluctant to teach mathematics systematically, they informally assess children's mathematical development during children's free play or group activities, and 2) when the mathematical components are introduced in the group activities, the teachers often adjust the frequency or complexity of mathematical operation according to the children's level of mathematical development.
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Report
(3 results)
Research Products
(9 results)
