| Co-Investigator(Kenkyū-buntansha) |
YOSHIDA Izumi Fukuoka Univ. Of Education, Dep. Of Education, Assoc. Prof., 教育学部, 助教授 (30335955)
MORI Shiro Tokyo Gakugei Univ., Dep. Of Education, Assoc. Prof., 教育学部, 助教授 (80200369)
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| Budget Amount *help |
¥14,000,000 (Direct Cost: ¥14,000,000)
Fiscal Year 2003: ¥3,700,000 (Direct Cost: ¥3,700,000)
Fiscal Year 2002: ¥10,300,000 (Direct Cost: ¥10,300,000)
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| Research Abstract |
Both the motor ability and the environment of 4 to 6 year old children were surveyed, totaling 12,000 children attending 109 kindergartens and nursery schools nationwide. Noticeable results included decreases in children's motor ability had been observed from 1986 to 1997, which has continued to this day.
Most important factor related to the development of motor ability is the motor experiences such as the time and frequency of outdoor physical play at kindergarten and nursery school and at home. In the school environment, the psychosocial environments, such as the number of playmates, the condition of care and the extent of the care-taker's athletic ability were related to the motor ability development. However, this relation was not observed in such physical environments as the location or sizes of the facilities and the amount of the play instruments. Perhaps of special mention is the way children play; in the schools in which the child care is centered towards unrestricted free-play of children, these children are higher in motor ability than the schools in which exercise is conducted in unison.
Observing the home environment, the motor ability development is related to the psychosocial environments such as the number of playmates, the family structure, the parents' consciousness and the physical environment such as the residence possessing suitable play areas or not and the amount of motor play tools. However, housing features and the residence rank did not show any significant relation.
Overall, the order of the strength of the relationship with motor development is firstly the motor experiences, then the psychosocial environments and thirdly the physical environment. As a result of analysis a causal sequence suggesting the impact of the environment (indirect factor) → the motor experiences (direct factor) → the motor development, was found.
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