Young children's mathematical development through participation in preschool activities as a cultural practice
| Project/Area Number |
24530995
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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 |
Educaion
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥5,200,000 (Direct Cost: ¥4,000,000、Indirect Cost: ¥1,200,000)
Fiscal Year 2014: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2013: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2012: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
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| Keywords | 数量発達 / 幼児 / 文化的実践 / 保育活動 / 発達心理学 / 幼児教育 / 数量理解 |
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| Outline of Final Research Achievements |
Focusing on preschool activities as a cultural practice, this study aimed at examining the relationship between young children's mathematical development and Japanese preschool teacher's mathematical support. Preschool observation and teacher interview showed that teachers provided varieties of direct/indirect supports according to the children's level of mathematical understanding. With the emphasis on children's social development, autonomy and enjoyment in self-creation, teachers intentionally facilitated children's free activities, which often resulted in promoting children's mathematical behaviors.
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Report
(4 results)
Research Products
(9 results)
