Developing relationship-building skills with parents using blended learning in ECEC teacher training.

2023 Fiscal Year Final Research Report

• Project/Area Number: 21K02388
• 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: Kyoritsu Women's University
• Principal Investigator: Ohara Toshio 共立女子大学, 家政学部, 教授 (30439161)
• Co-Investigator(Kenkyū-buntansha): 三浦 主博 仙台白百合女子大学, 人間学部, 教授 (70310183) ; 恒川 丹 田園調布学園大学, 子ども未来学部, 助教 (30898846)
• Project Period (FY): 2021-04-01 – 2024-03-31
• Keywords: 保育者養成教育 / 子育て支援 / e-ラーニング / ブレンディドラーニング / 保護者との関係構築力 / リアリティ・ショック

Outline of Final Research Achievements

In this study, a blended learning (BL) programme incorporating e-learning and face-to-face classes was developed as an educational programme that enables independent and efficient learning. In order to verify the effectiveness of the developed BL programme, the BL programme (four sessions of classes) was implemented for third-year students enrolled in ECEC teacher training courses at two universities, and scores were measured before and after the programme and approximately one month after the programme ended as a follow-up evaluation. The results showed that the values after the BL programme were significantly higher in items such as ‘respect for self-determination of parents’ and ‘environmental configuration for support’, which were common to the two universities, and generally verified the learning effects of the BL programme. Furthermore, the research results could be made public through the website that was created.

Free Research Field

子ども学および保育学関連

Academic Significance and Societal Importance of the Research Achievements

従来の保育者養成教育における保護者支援の学びは、知識獲得型の学習に留まっている場合が多かった。本研究で開発されたBLプログラムは、保育者養成教育における学修効果を検証することができた。さらに、プログラム開発の過程でICT環境を活用して従来の教授法をBLプログラムとして統合することができるという示唆が得られ、教育課程における応用の幅広さが意義として考えられる。
また、保護者支援は保育者の早期離職やリアリティ・ショックと深く関係しているため、本研究の成果を新任保育者の研修などに活用することで、これらの課題の予防につなげることができる。