2015 Fiscal Year Final Research Report
Development of Preschool Children's Executive Function and Applicable Nurturing Programs for Fostering The Cooperative and Reflective Self through Peer Teaching and Learning
| Project/Area Number |
25380882
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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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| Research Field |
Educational psychology
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| Research Institution | Kumamoto University |
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Principal Investigator |
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| Research Collaborator |
FUKUSHIMA RYUICHI 合志中部保育園, 理事長
SUZUKI AKIKO 熊本市楡木小学校, 教諭
TANAKA TOSHIHIRO 熊本大学, 大学院教育学研究科, 修士課程(学校教育実践専攻)
HAJIME AIKA 福岡市堤小学校, 教諭
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Keywords | 自律的・協働的自己 / 実行（EF）機能 / peer teaching-learning / 構成的足場作り / 対話による教育 / メタ認知の発達 / 対話性モデル |
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| Outline of Final Research Achievements |
How are the executive function (EF) as a socio-cognitive developmental skills concerned with preschool children’s abilities to think cooperatively and reflectively according to situational demands? In the beginning, we arranged several batteries of EF: delay of gratification; theory of mind; language (syntactical and semantical) understanding. Secondly, we focused on the dialogicality in preschool children’s peer teaching, analyzing the depth of participation into the learner’s mental processes. Then we investigated how asymmetrical / symmetrical paring would promote nursery children’s collaboration. Thirdly, we confirmed through comparative analyses of persuasive versus authoritative Math lessons that the former class of children promoted their metacognitive thinking and learning. And finally, we arranged preschool educational program to foster young children’s EF.
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| Free Research Field |
社会科学・心理学・教育心理学
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