Development and Operation of a Language Domain Model Program, a Transitional Curriculum for Preschool Children

2023 Fiscal Year Final Research Report

• Project/Area Number: 18K18673
• Research Category: Grant-in-Aid for Challenging Research (Exploratory)
• Allocation Type: Multi-year Fund
• Review Section: Medium-sized Section 9:Education and related fields
• Research Institution: Nagoya University of Arts and Sciences
• Principal Investigator: Mitsuyo Ohsima 名古屋学芸大学, ヒューマンケア学部, 教授 (00639164)
• Project Period (FY): 2018-06-29 – 2024-03-31
• Keywords: 幼小接続期 / 発達性読み書き障害 / 言葉領域 / アプローチカリキュラム / 音韻意識

Outline of Final Research Achievements

Developmental dyslexia and dysgraphia, which are at the core of learning disabilities (LD), become pronounced once learning begins in elementary school. Children enrolled in preschool educational facilities do not report distress associated with reading and writing difficulties. Therefore, few children are diagnosed with LD before they enter elementary school. There are only few studies on prodromal symptoms in children with LD. This study developed a ‘language domain model program’ and its instructional materials by utilizing the language-skill development (language skills as the basis for developing reading and writing skills) technique practiced in preschool education for hearing-impaired children (the kindergarten department of schools for the hearing impaired). This is for the purpose of promoting preschool education and care that presupposes the existence of preschool children who are likely to experience reading and writing difficulties after entering school.

Free Research Field

特別支援教育

Academic Significance and Societal Importance of the Research Achievements

近年LDは「learning difficulties」（学習困難）「learning disabilities」(学習障害）ではなく「learning differences（学びの相違）」という新たな視点が生まれている。この視点を理解し就学前から遊びを通して音韻意識獲得を目指したり、年長児期には文字認知を促進する支援方法を活用したりするなど、保育者が正しく知識をもち対応できることが重要である。幼児教育施設に在籍する発達障害児の中で、就学前までは保育者から「気になる子ども」として注視されることが少ないLD児に対して、早期に発見し早期にケアすることは、社会的に意義があると考える。