2023 Fiscal Year Final Research Report
Empirical Research on the Development of Kindergarten Curricula in Japan since World War II: With a Focus on Kindergartens Attached to National Universities
| Project/Area Number |
19K02635
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09030:Childhood and nursery/pre-school education-related
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| Research Institution | Mukogawa Women's University Junior College Division |
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Principal Investigator |
OBI Makiko 武庫川女子大学短期大学部, 幼児教育学科, 准教授 (30735022)
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| Project Period (FY) |
2019-04-01 – 2024-03-31
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| Keywords | 戦後幼稚園カリキュラム / 神戸大学教育学部附属幼稚園 / 徳島大学学芸学部附属幼稚園 / お茶の水女子大学附属幼稚園 / 発達研究 / 保育実践研究 / 保育実践記録 |
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| Outline of Final Research Achievements |
In this study, we examined the curriculum development process and characteristics of kindergartens affiliated with Kobe University, Tokushima University, and Ochanomizu University during the approximately 10 years after the war, based on research and practice records created at the time. As a result, the following things were common:(1)In the early postwar period, reforms were made based on the prewar curriculum and childcare plans of each nursery school, and(2)From the mid-1940s, developmental research and childcare practice research began. Based on this, the content of childcare and guidance that is in line with the child's development, perspective, and way of thinking were explored. The uniqueness of each nursery school is as follows:(1)Creating a curriculum according to individual differences (Kobe),(2)Creating units based on the perspective of children's lives (Tokushima), and(3)Improving educational plans based on daily records(Ochanomizu).
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| Free Research Field |
幼児教育
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| Academic Significance and Societal Importance of the Research Achievements |
戦後日本の幼稚園カリキュラムがいかに開発されてきたのかは、これまで十分に検討されてこなかった。本研究の意義は、当時に作成された実践資料の発掘と検討を通して、各幼稚園におけるカリキュラム開発の具体相とその特質を実証的に解明したことにある。この当時の幼稚園カリキュラムについては、従来、小学校のカリキュラムの考え方を適用したものという一つの見解が示されていた。本研究では、発達研究や保育実践研究を基礎に、子どもの興味に基づくカリキュラムづくりや、個人差に応じるカリキュラムづくり、実践記録の蓄積による計画の改善がなされていたことが明らかとなり、戦後日本の保育カリキュラム史における新たな知見を提示した。
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