| Project/Area Number |
24730555
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Educational psychology
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| Research Institution | Nagasaki University (2013-2018)
Hijiyama University (2012) |
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Principal Investigator |
MORINO Miwo 長崎大学, 教育学部, 准教授 (00413659)
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| Research Collaborator |
HAMAZAKI Takashi 鳴門教育大学
IIMURE Etsuko 大東文化大学
KATOH Takashi 長野県立大学
TONEGAWA Akiko 東京大学, 大学院教育学研究科
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| Project Period (FY) |
2012-04-01 – 2019-03-31
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| Project Status |
Completed (Fiscal Year 2018)
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| Budget Amount *help |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2015: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | 情動調整 / 保育者 / 幼児期 / 情動調整の発達 |
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| Outline of Final Research Achievements |
The aim of this study was to investigate how teachers at kindergarten socialize children’s emotion. After reviewing prior research, longitudinal observations were conducted on interactions between children and teachers during daily morning assembly at kindergarten and school hours at elementary school. Observation was made from the standpoint of moderate participation. The results indicate that (1) There is a possibility that teachers at kindergarten stimulate autonomous emotion regulation while taking a role as “a stage hand”in the creation of opportunities for emotion regulation by children themselves. On the other hand, they act also assertively as “an agent” who regulates children’s emotions, (2) At elementary school teachers sometimes require children to regulate their emotions according to school rules and evaluation code. Teachers’role in the development of emotion regulation at kindergarten and the one at elementary school were different.
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| Academic Significance and Societal Importance of the Research Achievements |
研究成果の学術的意義、社会的意義は下記の3点に集約される。1.近年、社会的にも学術的にも検討ニーズが高まっている情動調整を取り上げた点。2.情動調整研究の中で、検討が必要であるにもかかわらず知見が少ない、「幼児期における情動調整の発達的変化に保育者がどのような役割を果たしているか」を長期にわたって検討し、小学校との比較も行った点。3.2.の検討の際、情動をOn time で捉える工夫をし、ネガティブ情動に加えてポジティブ情動も検討対象とし、感情発達研究に質的知見を提供した点。
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