| Project/Area Number |
25380882
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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 |
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
TANAKA TOSHIHIRO 熊本大学, 大学院教育学研究科, 修士課程(学校教育実践専攻)
HAJIME AIKA 福岡市堤小学校, 教諭
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥5,070,000 (Direct Cost: ¥3,900,000、Indirect Cost: ¥1,170,000)
Fiscal Year 2015: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2014: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2013: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Keywords | 自律的・協働的自己 / 実行（EF）機能 / peer teaching-learning / 構成的足場作り / 対話による教育 / メタ認知の発達 / 対話性モデル / 話し合い・学び合い / 性差・知識差と認知的葛藤解決 / 固い・柔らかい課題構造 / 実行機能を育む保育教材 / メタ認知的知識・制御を育む授業 / 実行機能 / 就学前教育（保育）プログラム / 認知・情動・社会性 / 保育と授業における対話 / 子ども同士の教え合い学び合い / 発達 / 対話による保育と授業 / peer teaching |
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| Outline of Final Research Achievements |
How are the executive function (EF) as a socio-cognitive developmental skills concerned with preschool children’s abilities to think cooperatively and reflectively according to situational demands? In the beginning, we arranged several batteries of EF: delay of gratification; theory of mind; language (syntactical and semantical) understanding. Secondly, we focused on the dialogicality in preschool children’s peer teaching, analyzing the depth of participation into the learner’s mental processes. Then we investigated how asymmetrical / symmetrical paring would promote nursery children’s collaboration. Thirdly, we confirmed through comparative analyses of persuasive versus authoritative Math lessons that the former class of children promoted their metacognitive thinking and learning. And finally, we arranged preschool educational program to foster young children’s EF.
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