2024 Fiscal Year Final Research Report

Research on Facilitating the Connection between Preschool and Elementary School by Bridging STEAM Play and Information Literacy and Competency

Research Project

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Project/Area Number	22K18575
Research Category	Grant-in-Aid for Challenging Research (Exploratory)
Allocation Type	Multi-year Fund
Review Section	Medium-sized Section 9:Education and related fields
Research Institution	Hiroshima Institute of Technology (2023-2024) Miyagi University of Education (2022)
Principal Investigator	Ando Akinobu 広島工業大学, 情報学部, 教授 (60344743)
Co-Investigator(Kenkyū-buntansha)	飯島典子宮城教育大学, 教育学部, 准教授 (40581351) 渡辺尚宮城教育大学, 大学院教育学研究科高度教職実践専攻, 教授 (20756522) 平真木夫宮城教育大学, 大学院教育学研究科高度教職実践専攻, 教授 (50312690) 岡本恭介宮城教育大学, 教育学部, 准教授 (60939768)
Project Period (FY)	2022-06-30 – 2025-03-31
Keywords	幼児STEAM教育 / 遊びと学び / 幼小中接続 / プログラミング的思考 / 環境構成 / 情報活用能力
Outline of Final Research Achievements	This study examined the STEAM elements inherent in kindergarten children's play from the perspective of connections between elementary and middle childhood. Environmental configuration diagram analysis confirmed the expansion of exploratory play and programming thinking. toio and embot+ were used to develop teaching materials, showing that children can learn the concepts of number and orientation, and the principles of ultrasonic sensors while playing. In particular, embot+ was reaffirmed as an important teaching material with different value at each educational level. Furthermore, the relationship between 60 different technologies used in kindergarten play and STEAM elements was systematized, and the significance of the connection to elementary school was clarified. In addition, through the development of a touch-panel ordering system, we suggested the possibility of fostering programming thinking and engineering ideas in play.
Free Research Field	情報教育
Academic Significance and Societal Importance of the Research Achievements	本研究の学術的意義は、幼稚園児の遊びに内在するSTEAM要素を体系的に整理し、幼小中の教育的接続を明確化した点にある。環境構成図分析を通じて、遊びの変化と学びの関係を探求し、toioやembot+を活用した教材開発により、各教育段階に応じたSTEAM学習の可能性を示した。社会的意義としては、幼児教育におけるSTEAM教育の実践的指針を提供し、子どもたちが主体的に学ぶ環境の整備に寄与する点が挙げられる。また、遊びを通じたプログラミング的思考の育成が、将来の情報活用能力の基盤となることを示唆した。