Development of an Evaluation Method for Non-cognitive Abilities Which Enable Children to Transition from Preschool to Primary School

2020 Fiscal Year Final Research Report

• Project/Area Number: 18K02469
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09030:Childhood and nursery/pre-school education-related
• Research Institution: International Pacific University
• Principal Investigator: ohashi sestuko (大橋節子) 環太平洋大学, 次世代教育学部, 教授 (80713073)
• Co-Investigator(Kenkyū-buntansha): 中原 朋生 環太平洋大学, 次世代教育学部, 教授 (30413511) ; 上田 敏丈 名古屋市立大学, 大学院人間文化研究科, 教授 (60353166)
• Project Period (FY): 2018-04-01 – 2021-03-31
• Keywords: 非認知能力評価法 / テ・ファーリキ / Respect（尊重） / Responsibility（責任） / Resilience（折れない心） / 非認知能力３Rs / 幼小接続 / 幼児教育

Outline of Final Research Achievements

The aim of the study is to develop a method of evaluating non-cognitive abilities of preschoolers and children in the early years of primary school. To that end, we analyzed theories in New Zealand and the United States on non-cognitive development and identified three factors: aim, pillars(strands) and assessment. Assuming that the time between preschool years to the early years of primary school is a period in which intentional nurturing of non-cognitive abilities start, the aim during this period would be to develop three non-cognitive abilities: Respect, Responsibility and Resilience (the three Rs). Early childhood educators and primary school teachers can structure play, environment, lessons and classes around the pillars (strands) of the three Rs.The achievement of the three Rs is assessed by qualitative evaluation and conferencing based on the Learning Stories used in the context of the theories in Te Whariki, the early childhood curriculum document in New Zealand.

Free Research Field

子ども学

Academic Significance and Societal Importance of the Research Achievements

①分析研究としての意義：本研究では、ニュージーランド保育指針「テ・ファーリキ」2017年改訂の英語版を詳細に分析し、保育計画、保育実践、保育評価の論理をトータルに明らかにした。さらにニュージランド保育関係者への調査も実施した。
②開発研究としての意義：本研究では、上記の分析研究に基づき幼小接続期の非認知能力育成の目標論それに対応する評価方法論を明らかにした。