2022 Fiscal Year Final Research Report
Clinical-educational curriculum development of the transitional period between preschools and elementary schools based on the play-world design
| Project/Area Number |
20K02842
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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 09040:Education on school subjects and primary/secondary education-related
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| Research Institution | Fuji Women's University |
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Principal Investigator |
Shoi Yoshinobu 藤女子大学, 人間生活学部, 教授 (00206260)
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| Project Period (FY) |
2020-04-01 – 2023-03-31
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| Keywords | 保幼小接続 / プレイワールド・デザイン / ヴィゴツキー / 心的情動体験 / 文化・歴史的理論 / 教育と保育 / カリキュラム開発 / 協働省察 |
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| Outline of Final Research Achievements |
In this study, collaborative reflection on the curriculum during the preschool and primary schools transition period was carried out on an international basis. The results of the collaborative research were reconsidered from the perspective of clinical pedagogy. Based on the achievements, a fundamental theory of the preschool and primary schools transitional period curriculum based on play-world design (PWD) was developed. Although there were limitations in the research environment due to the Corona Disaster, these were complemented by online meetings. The results of this research, as basic research on the PWD curriculum and practical research, could be published in national research journals and at workshops for the training of childcare professionals held on a national scale. Theoretical research on clinical pedagogy was published as symposia and academic papers at national conferences, and the results were able to be shared with society.
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| Free Research Field |
臨床教育学
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| Academic Significance and Societal Importance of the Research Achievements |
保幼小接続期カリキュラムの開発に理論的探究の焦点を絞ることを通して、文化・歴史的理論を基盤としたヴィゴツキーの人間発達援助理論を発展させることができた。具体的には、ヴィゴツキーが提唱した諸理論の核心にある心的情動体験（perezhivanie）概念に基づいてプレイワールド・デザイン（PWD）の教育・保育理論を構想することができた。幼児期と児童期を架橋する移行の教育・保育に関する研究は、近年、重要な研究テーマである。本研究は、この理論的・実践的なテーマを、臨床教育学（総合的人間学に基づく臨床的な発達援助学）の視座から再考し、新たな研究の端緒の発見に貢献することができた。
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