How do strategies and gestures change when providing explanations to young children? A longitudinal study of trainee nursery teachers

2018 Fiscal Year Final Research Report

• Project/Area Number: 26380901
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Educational psychology
• Research Institution: Wayo Women's University
• Principal Investigator: Ohgami Yuko 和洋女子大学, 人文学部, 准教授 (40452031)
• Project Period (FY): 2014-04-01 – 2019-03-31
• Keywords: 保育者養成 / 実習生 / 縦断研究 / 子どもへの説明 / 身振り

Outline of Final Research Achievements

A cross-sectional and longitudinal study was carried out on how the explanation skills of students aiming to become nursery teachers improve. Students underwent five on-site training sessions at locations such as kindergartens during their four-year curriculum. Changes in their explanation skills and knowledge before and after on-site training were investigated. The results show that improvements in explanatory strategies and knowledge about childcare were influenced by not only whether or not the students experienced on-site training, but also by the content of the training, that is, the kind of training they have experienced. Based on these results, we suggest goals appropriate for the different stages of on-site training.

Free Research Field

発達心理学、教育心理学

Academic Significance and Societal Importance of the Research Achievements

本研究では、複数回の実習を行う保育者養成課程特有のカリキュラムを生かし、横断的・縦断的に検討を行った。中でも、4年間の振り返りによる学生自身による報告と、縦断的な面接実験による実際の行動の客観的な評価の両方で検討した点に特長がある。
異なる手法でも共通して示された実習段階の違いによる影響は、保育者養成課程の学生に対する評価及び学生自身の目標設定に資するものである。保育士不足・離職率の高さ等からより質の高い保育者養成が求められている現在、現職教育ではない視点の研究である。