What is the key to a smooth transition from preschool to elementary school: Exploring the factors that enable a smooth transition and proposing measures

2022 Fiscal Year Final Research Report

• Project/Area Number: 19K02604
• 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: Hiroshima Bunka Gakuen University
• Principal Investigator: Yamazaki Akira 広島文化学園大学, 学芸学部, 教授 (40106761)
• Co-Investigator(Kenkyū-buntansha): 濱田 祥子 比治山大学, 現代文化学部, 准教授 (20638358) ; 松井 剛太 香川大学, 教育学部, 准教授 (50432703) ; 越中 康治 宮城教育大学, 大学院教育学研究科高度教職実践専攻, 准教授 (70452604)
• Project Period (FY): 2019-04-01 – 2023-03-31
• Keywords: 幼小接続 / 教育課程 / 接続カリキュラム / 編成モデル / 幼児教育アドバイザー / 個別の指導計画

Outline of Final Research Achievements

The purpose of this study was to explore the causes of the failure to achieve kindergarten-primary school connections and to propose a model for the organization of kindergarten-primary school connection curricula and pedagogies. The following research findings were obtained. (1) The COVID19 affects the curriculum and the physical and mental health of children in preschoolers and during the transition to elementary school. (2) Child care providers' attitude, represented by "watchful waiting," is to recognize the child's appearance and structure the environment, while elementary school teachers tend to give "direct instructions”. (3) Advice from early childhood education advisors focuses on the differences between kindergarten and elementary school curricula, curriculum and content, and understanding of development. (4) Curricula and instructional methods in national university kindergartens differ in terms of curriculum progress. (5) Based on these results, a model was proposed.

Free Research Field

発達心理学

Academic Significance and Societal Importance of the Research Achievements

本研究は、幼小接続をスムーズにする鍵は何かを基本的な問いとして、接続を妨げる原因を探り、それを基に具体的対応策を提案することであった。小1プロブレムの議論から、教育内容や教育カリキュラムの接続についてどうあるべきかを明らかにすることに社会的意義がある。具体的には、幼小連携を進めるために、不可欠な幼小接続カリキュラム・教育課程の編成モデルを、(1)幼稚園・小学校の学校組織風土と保育者・教員のパーソナリティーに係る「幼小接続に係る積極的関与モデル」と、それを基に（2）「幼小接続 教育課程編成モデルプロセスモデル」を提案し、カリキュラム編成のための環境と実際の編成手順を明示たところに意義がある。