Fundamental study for the development of curriculum to train the after-school childcare instructors who can develop non-cognitive skills

2020 Fiscal Year Final Research Report

• Project/Area Number: 18H01002
• Research Category: Grant-in-Aid for Scientific Research (B)
• Allocation Type: Single-year Grants
• Section: 一般
• Review Section: Basic Section 09030:Childhood and nursery/pre-school education-related
• Research Institution: Chugoku Gakuen University
• Principal Investigator: SUMINO Yoshihisa 中国学園大学, 公私立大学の部局等, その他 (60243531)
• Co-Investigator(Kenkyū-buntansha): 植木 信一 新潟県立大学, 人間生活学部, 教授 (60290061) ; 中山 芳一 岡山大学, 全学教育・学生支援機構, 准教授 (40595469) ; 鈴木 瞬 金沢大学, 学校教育系, 准教授 (00740937) ; 松本 歩子 奈良教育大学, 家庭科教育講座, 准教授 (10615058)
• Project Period (FY): 2018-04-01 – 2021-03-31
• Keywords: 非認知能力 / 放課後児童クラブ（学童保育） / 養成課程

Outline of Final Research Achievements

The purpose of this study was to (1) understand how much non-cognitive skills are developed in after-school childcare, and (2) propose a new curriculum to train instructors who can develop non-cognitive skills.
As a result, (1) through a domestic survey, the qualities and abilities expected to be developed in after-school childcare were organized into "3 categories, 6 appearances expected to be developed, and 9 qualities and abilities." Then, the characteristics of the current situation in which they are developed were clarified. In addition, (2) through research on advanced training curriculums in other countries, it became clear that what was required for training curriculum in Japanese universities was to focus on practical training in collaboration with after-school childcare centers and universities, and to establish its implementation system with highly professional instructors and university teachers, and the evaluation system required for high-quality after-school childcare.

Free Research Field

教育方法学

Academic Significance and Societal Importance of the Research Achievements

本研究で作成した、学童保育で育てたい資質能力の指標「3つの領域・6つの育てたい子どもの姿・9つの資質能力」及び、養成課程における実習指導のあり方に関する検討は、現行の「放課後児童支援員認定資格研修」に不足する内容を補う、新たな現任者研修のカリキュラムの構築に役立つとともに、今後、大学等における指導員養成課程課程を構築する上でも生かされると考えられる。