Early childhood environment related to learning adaptation of elementary school students and its support effects.

2023 Fiscal Year Final Research Report

• Project/Area Number: 19K03245
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 10020:Educational psychology-related
• Research Institution: Kyoto Notre Dame University
• Principal Investigator: TAKAI Naomi 京都ノートルダム女子大学, 現代人間学部, 教授 (20268501)
• Co-Investigator(Kenkyū-buntansha): 塘 利枝子 同志社女子大学, 現代社会学部, 教授 (00300335) ; 伊藤 一美 京都ノートルダム女子大学, 現代人間学部, 教授 (30329974) ; 薦田 未央 京都ノートルダム女子大学, 現代人間学部, 教授 (40411102)
• Project Period (FY): 2019-04-01 – 2024-03-31
• Keywords: 幼児期 / 言葉遊び / 数遊び / 絵本の読み聞かせ / 子育て支援 / 学習の基盤

Outline of Final Research Achievements

A survey of first grade elementary school students and their parents showed that word games, number games and picture book reading in preschool were useful for basics of learning. With the cooperation of nursery schools, we promoted word games and number games for preschool children and implemented an initiative to support parent-child interaction through picture book reading. The program, which supports children reading picture books at home, continued for four years, and it was found that children's responses to picture books developed throughout early childhood, and that parent-child interaction was promoted through picture books.

Free Research Field

発達心理学

Academic Significance and Societal Importance of the Research Achievements

1歳児から5歳児の絵本への反応の発達的変化と絵本を介した親子の関わりの変化、さらに親の読み聞かせに関する考えの変化を明らかにした点は、発達心理学的意義を有すると考える。また、地域社会の保育所・こども園の協力のもと絵本の読み聞かせプログラムを作成・実施し、地域での図書館利用を促すなど絵本の読み聞かせの啓発活動の一翼を担うことができたことで、社会的意義もあると考える。