2003 Fiscal Year Final Research Report Summary
A Study on the Influence of Early Childhood Care on School-age Children's Personality Development
| Project/Area Number |
13410080
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | SHIZUOKA UNIVERSITY |
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Principal Investigator |
KANEDA Toshiko SHIZUOKA UNIVERSITY, Faculty of Education, PROFESSOR, 教育学部, 教授 (60086006)
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| Co-Investigator(Kenkyū-buntansha) |
NAGASAKI Iku Tokoha Gakuen Junior College, PROFESSOR, 保育科, 教授 (10141425)
GOSHIKI Tooru SHIZUOKA UNIVERSITY, Faculty of Education, ASSOCIATE PROFESSOR, 教育学部, 助教授 (40332689)
WATANABE Yasuhiro SHIZUOKA UNIVERSITY, Faculty of Education, PROFESSOR, 教育学部, 教授 (50141552)
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| Project Period (FY) |
2001 – 2003
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| Keywords | Quality in Day Care / Early Childhood / School-age / Personality Development / Making to an Agreement / Self-expression / Self-expression Scale / Types of Care and Education |
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| Research Abstract |
In the first year the purpose of our study was to examine how quality of child care influences children's personality development, and it was found that there were 4 different types of child care in Japan. In the second year in order to see how there 4types of child care relate to children's personality development, we examined 4^<th> and 5^<th> grade children' self-expression abilities using Hamaguchi's instrument. It was found their development, it seemed that the care they received at the elementary schools influenced more on children's development. In 2004 we observed the behavior of children who received 4 different child care types in addition to our last year's research project. We also observed and examined 5year old children's problem solving processes in terms of their ability to consent, and it was found that there were developmental differences among these children's abilities. We developed our own self-expression instrument for younger graders to examine the influences of different types of child care. In doing so, we focused on the development of our instrument, and using Hamaguchi's instrument we created ours by adding pictures. Giving the instrument to older graders, we examined how adding pictures to the instrument can influence the results. After some revisions of the instrument, we gave it to 1,2, and 3graders and found that it was adequate to measure younger children's self-expression. It was also found that as children get older, there were some items that they score and low. However, higher scores did not relate to value. We plan to conduct research regarding how child care types relate to children's assertion.
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