| Project/Area Number |
15K04304
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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 |
Education
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| Research Institution | Fukuoka University of Education |
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Principal Investigator |
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| Project Period (FY) |
2015-04-01 – 2019-03-31
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| Project Status |
Completed (Fiscal Year 2018)
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| Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2017: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2016: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2015: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 参画 / 保育施設 / 権利 / 多様性の教育 / ドイツ語 / 保育者研修 / 保護者 / 移民の統合 / 多様性の尊重 / 保育者 / 観察シート / 移民の背景を持つ子ども達 / 保護者支援 / ドイツ語学習 / ドイツ語学習支援 / 異文化理解 / 教材 / ドイツ / 移民 |
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| Outline of Final Research Achievements |
The purpose of this research is to understand effective support and related issues for the preschool participation of the children with an immigrant background in Germany. The study especially considers curricula, teaching materials, and in-service training program for teachers. The present field study in German preschools has revealed that the participation of such children was based on the underlying diversity education. The study also found that the German language education, which is closely linked with the integration of immigrant policy, guaranteed children’s participation. The study also revealed that such participation is initiated by teacher's view of the children. This research draws on the findings of a study that looked at the effects of supporting the guardians of children with immigration background, and the effects of supporting the children and their guardians with immigration background, who are under the transition period from family care to preschool care.
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| Academic Significance and Societal Importance of the Research Achievements |
日本では外国にルーツを持つ子どもの不就学問題への対策が喫緊の課題となっており、本研究の中で就学前の子ども達対象のドイツ語支援の実際について明らかにしたことは社会的意義があったと言えよう。特にバイエルン州の就学前の子ども達対象の「準備コースドイツ語240」の実践を観察し、関係者へのインタビューを行い、観察シートSismikとSeldakとの関連性の中でドイツ語支援の特徴を明らかにしたことは学術的意義があったと考える。さらにドイツの保育者研修を参与観察することによって、研修内容の特徴と保育者の意識を明らかにし、子ども達の参画との関連の中で分析したことも学術的に意味があったと考える。
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