Analysis of the significance of composing physical environments in the classroom for young children according to her/his representational process.

2021 Fiscal Year Final Research Report

• Project/Area Number: 17K13984
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Education
• Research Institution: Kyoto University of Education (2019-2021); Nara University of Education (2017-2018)
• Principal Investigator: Sagawa Sakiko 京都教育大学, 教育学部, 准教授 (90772327)
• Project Period (FY): 2017-04-01 – 2022-03-31
• Keywords: 幼児 / 環境構成 / 造形表現 / 素材 / アクションリサーチ / 協働

Outline of Final Research Achievements

This study examined how nursery teachers can compose physical environments based on their understanding of an individual child’s needs. An action research was conducted in classrooms at a nursery school through collaboration between the researcher and the nursery teachers. We chose a child for whom the classroom teacher felt that some pedagogical action was required.
The results supported the hypothesis that it is important to create an environment of ‘calm’ that offers the opportunity for the‘emergence and holding of images’ and ‘encounter with materials’.

Free Research Field

幼児心理学

Academic Significance and Societal Importance of the Research Achievements

本研究の重要性は、第１に、幼児と素材とのかかわりを詳細に検討したことである。第2に、具体的な素材環境のあり方を提案し、実践の改善につなげたことである。第3に、アクション・リサーチにより，保育者と研究者が協働して素材環境について考え、改善することで、保育者の教材研究や環境構成に関する意識の変容を生みだしたことである。