The Study of Reading Picture Books In 5-Year-Old Class and the Support Process of the Teachers

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K14156
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09030:Childhood and nursery/pre-school education-related
• Research Institution: Teikyo University (2020-2021); Jumonji University (2019)
• Principal Investigator: LU XIAOYUN 帝京大学, 教育学部, 助教 (30813125)
• Project Period (FY): 2019-04-01 – 2022-03-31
• Keywords: 幼児の発話 / 読み聞かせへの参加 / 絵本の捉え方 / 保育者の専門性 / 読み聞かせ場面の展開

Outline of Final Research Achievements

This study focused on the picture books reading scenes in 5-year-old class, to discuss how did the children participate in the scenes and their changes, as well as the teachers’ support and professional.
Over two years, we observed two 5-year-old classes, the children’s utterances were observed in three processes: "before reading," "during reading," and "after reading." The two teachers were aware of the above three processes and developed the scene in the same way, but the specific methods of support were different. In addition, we interviewed nine teachers with different years of experience, to discuss how did they grasp the meaning of picture books and the picture books reading scenes, and what were the triggers to grasp these meanings. It was suggested that the way of thinking differs depending on the number of years of their experience.

Free Research Field

幼児教育学、保育学

Academic Significance and Societal Importance of the Research Achievements

本研究では、これまであまり明らかにされてこなかった保育現場の絵本の読み聞かせ場面における幼児たちの発話を縦断的に観察し、5歳児クラスの状況や変化を明らかにした。また、保育者の日々の絵本の選び方、絵本や絵本の読み聞かせ場面の捉え方を検討した。経験年数によって捉え方の違いが示唆されたことから、保育者の専門性向上のための知見を提供できたと考える。集団の絵本の読み聞かせ場面は静かな環境ではなく、多声な環境だと示唆されたことから、保育者がその場面を展開する仕方、幼児の発話に対応する方法、さらに絵本の読み聞かせ場面に限らず、絵本を他の活動や場面と繋げていくための視点を提供したと言える。