|Budget Amount *help
¥2,700,000 (Direct Cost : ¥2,700,000)
Fiscal Year 1999 : ¥500,000 (Direct Cost : ¥500,000)
Fiscal Year 1998 : ¥700,000 (Direct Cost : ¥700,000)
Fiscal Year 1997 : ¥1,500,000 (Direct Cost : ¥1,500,000)
In this study, one preschool class was investigated along with its group process in two-year education. First, peer cognition and interactions with peers were analyzed along with the group process. Second, personal history of each individual in the group was reconstructed. On the basis of the reconstructed personal history, peer relationships were analyzed along with the group process. The main results are as follows :
1. Peer cognition was constructed and reconstructed, based on the experiences in preschool lives.
2. Interactions with peers were influenced by the peer relationships. On the other hand, interactions with peers influenced peer relationships and, in results, personal history.
3. Playmates of each individual, estimated by the frequency of associative and cooperative play, could be divided into stable playmates and unstable playmates. Different patterns of dynamics of playmate relationships in two years were identified.
4. Key persons in personal history were classified as follows : 1) playmate, who plays frequently with the child 2) secure base 3) peer who connects the child with other peers 4) peer with whom the child has problem 5) Peer who shows the effective solutions of problems, which the child faces with in preschool lives.
5. Children shared peer culture in terms of mutual values and problems in preschool lives. Several case studies illustrated how children reconstructed the peer culture.
Compared with peer groups in elementary school and so forth, peer groups in preschool seem to provide more experiences, such as dynamics of peer relationships and peer culture, children themselves as agent of such dynamics, and encounter with different kinds of key persons in preschool lives.