Study on dealing with concerns regarding the transitional period from pre-primary to primary education and building the necessary support system.

2017 Fiscal Year Final Research Report

• Project/Area Number: 26381077
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Education
• Research Institution: National Institute for Educational Policy Research (2015-2017); Nara University of Education (2014)
• Principal Investigator: HORIKOSHI Norika 国立教育政策研究所, 幼児教育研究センター, 総括研究官 (80336247)
• Project Period (FY): 2014-04-01 – 2018-03-31
• Keywords: 幼小接続 / 幼保小連携 / 戸惑い / 学び / 学童保育 / 保育者養成 / 地方自治体 / 研修

Outline of Final Research Achievements

This research has three main aims. 1)To observe 5 year olds and 1st graders and study how they learn and express any anxieties about starting school. 2)To interview preschool teachers, school teachers, and after-school staffs about their thoughts on a transitional period. 3)To consider a transitional curriculum within the scope of ECEC teacher training. We studied the reasons for their anxieties, their learning abilities, and the ways in which teachers dealt with the children. We found more interactions between teachers and 1st graders to be of an instructive nature, although some non-instructive interaction was also observed in one-on-one cases. To deal with the anxieties of pupils transitioning, several factors were found to be necessary; coordination and training at preschools, elementary schools, and after-school care facilities, looking at a transitional curriculum, coordinating with guardians, support from local authorities, and cooperation with teacher training schools.

Free Research Field

幼児教育学