A study of the Connection between kindergarten and primary School from the view of the kindergarten curriculum: the articulation of transition from kindergarten to school
| Project/Area Number |
17530568
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Osaka Kyoiku University |
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Principal Investigator |
TAMAKI Tetsujun Osaka Kyoiku University, Faculty of Education, Professor (50116167)
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| Co-Investigator(Kenkyū-buntansha) |
TODA Yuichi Osaka Kyoiku University, Faculty of Education, Associate professor (70243376)
TAKIGAWA Koji Shoinhigashi Women's College, 生活学科, Associate Professor (40340939)
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| Project Period (FY) |
2005 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥2,080,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥180,000)
Fiscal Year 2007: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2006: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2005: ¥600,000 (Direct Cost: ¥600,000)
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| Keywords | Connection between kindergarten and elementary sch / curriculum / education plan / Transition / Field work / 円滑化 / 行動観察 / 質問紙調査 / 面接調査 / 教育課程タイプ |
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| Research Abstract |
Questionnaire survey on curriculums of kindergartens and connection with elementary schools was conducted in 2005 after pilot study in 2004. In 2006, the related field work research, which includes observation, interview, and document collection from kindergartens in 3 prefectures, followed as it was scheduled. In 2007, the analysis and discussion was completed on above-mentioned data set and the final report was written.
Investigating results from the former questionnaire research, it seemed to be important to pay attention to the difference in curriculums of the kindergartens, and to focus on specific problems emerging from each type of curriculums individually. However, from the further field work research, three types (P type, Q type and R type) of curriculums were seen in complex appearances in the narrative and documents. This would mean that statement in the questionnaire concerning policies of the curriculum does not always coincide with its appearance in narrative or actual behavior.
More detailed and expanded research would be needed to clarify some questions from these results.
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Report
(4 results)
Research Products
(5 results)
