Connection between fingers and numerical activities.

2023 Fiscal Year Final Research Report

• Project/Area Number: 21K03021
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 10020:Educational psychology-related
• Research Institution: Ehime University (2022-2023); Kanazawa University (2021)
• Principal Investigator: Asakawa Atsushi 愛媛大学, 教育学部, 准教授 (00710906)
• Project Period (FY): 2021-04-01 – 2024-03-31
• Keywords: 数量活動 / 幼児期 / 保育

Outline of Final Research Achievements

In this study, numerosity activities in childcare settings were investigated in order to clarify whether a connection between fingers and numerosity can be found in childcare activities. The results showed that there were few situations in which there was a functional connection between the fingers and numerosity in the play activities of the three-year-old class, and that there was no counting or representing numbers with the fingers during play. On the other hand, the hand games that the nursery teachers played with the children between activities included many opportunities to count and represent numbers with their fingers. The questionnaire survey among nursery teachers also suggested that although they had many opportunities to use their fingers to indicate numerosity to the children, they did not often use their fingers to count with the children.

Free Research Field

乳幼児心理学

Academic Significance and Societal Importance of the Research Achievements

数量を扱うための能力の発達は，就学前からすでに始まっており，その発達に手指が関係することがこれまでの研究から明らかになっている。保育の中でどのような形で数量と手指が結びついているかが明らかにできれば，保育の環境構成を考える際の示唆をえることができる。本研究の成果から数と手指の結びつきは子どもによる自発的な行為から始まるよりもまず保育者から提示される形で現れる可能性が示唆されており，保育者自身が数と手指の関係を意識しておくことが重要であろう。