1989 Fiscal Year Final Research Report Summary
Modifications of Young Children's Cognitive Styles through Early Childhood Education and Day Care.
| Project/Area Number |
63301014
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| Research Category |
Grant-in-Aid for Co-operative Research (A)
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| Allocation Type | Single-year Grants |
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| Research Field |
Psychology
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| Research Institution | HIROSHIMA UNIVERSITY |
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Principal Investigator |
SUKEMUNE Seisoh Hiroshima. U. Child Psychol. Prof., 教育学部・附属幼年教育研究施設, 教授 (50033543)
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| Co-Investigator(Kenkyū-buntansha) |
TANNO Machitoshi Saga U. Educ. Psychol. Prof., 教育学部, 教授 (00039215)
HIRAKAWA Tadatoshi Kagoshima U. Psychol. Asso. Prof., 教養部, 助教授 (30124853)
NAKAZAWA Jun Chiba U. Child Psychol. Asso. Prof., 教育学部, 助教授 (40127676)
MURATA Yoshiyuki Nagasaki U. Educ. Psychol. Asso. Prof., 教育学部, 助教授 (50136628)
YAMAZAKI Akira Hiroshima. U. Child Psychol. Asso. Prof., 教育学部・附属幼年教育研究施設, 助教授 (40106761)
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| Project Period (FY) |
1988 – 1989
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| Keywords | Modifications of Cognitive Stles / Impulsive Style / Reflective Style / Educational Practice / Early Childhood Education and Care |
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| Research Abstract |
The purpose of the present study was to investigate the effects of educational practices on the modifications of cognitive styles of kindergarten and day nursery children. Methodologically, this practical study consists of the following three stages. The first stage is "Cognitive Styles Assessment," mainly by Kagan's MFFT and some other observational data of children. The second is "Educational Practices by Teachers," for several months, for the modifications of cognitive styles assessed. The final is "Evaluation Assessment," mainly by the MFFT and some other observational data of children. Participants in this study were 33 psychologists and 26 kindergarten and day nurseries served as subjects. Data are from Hiroshima, Chiba, Nagasaki, Saga, Fukuoka, Miyazaki, and Kagoshima. The following are the main findings. Generally, the impulsive children's errors in their MFFT decreased, and they tended to change their impulsivity to reflectivity. It was also found that they tended to do with serenity, tended to listen accurately what teachers told, tended to accomplish things with patience, and tended to do things by themselves. Overall, it might be stated that the positive effects of educational practices on the modifications of young children's cognitive styles were found.
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