A Study on the Design of Early Childhood Education and Care Conferences as the Community of Practice.
| Project/Area Number |
26381080
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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 |
Education
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| Research Institution | Hiroshima University |
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Principal Investigator |
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| Project Period (FY) |
2014-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥3,900,000 (Direct Cost: ¥3,000,000、Indirect Cost: ¥900,000)
Fiscal Year 2016: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2014: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | 実践コミュニティ / 保育カンファレンス / 質的アプローチ / KJ法 / TEM / 保育者 / 子ども理解 / 対話 / 省察 / ことばの相互共有 / 感情の共有 |
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| Outline of Final Research Achievements |
The purpose of this study is to examine what using qualitative approaches (KJ Method and TEM) in early childhood education and care conferences will bring to teachers’ reflections and understanding of children. A kindergarten and a daycare teacher who participated in conferences that utilized the qualitative approaches were interviewed. The results led to two conclusions. (1) Using the KJ Method contributed to the creation of diverse opinions, guarantee of utterance opportunities, and reduction of speaking anxiety. (2) Using TEM contributed to multifaceted understanding of the children, attention to behavior, and promotion of “if” discussions. The conclusions suggest that qualitative approaches are beneficial for forming and exchanging practical content knowledge among teachers.
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Report
(4 results)
Research Products
(19 results)
