子どもの「参加」を支える他者 : 集団における相互作用の関係論的分析

概要

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The purpose of this paper is to analyze how a four-year-old boy, who had been deemed as a 'difficult' child by teachers and peers, came to participate in the joint activities in a nursery school, in terms of the relations with teachers and peers. The process of establishing his identity, being accepted and treated as a full member of the community, is analyzed using the framework of Lave and Wenger's (1991) "Legitimate Peripheral Participation (LPP)." Lave and Wenger conceive of identities as the long-term, living relation between persons and their place through the gradual participation in communities of practice. A long-term observation was made using VCR, once a week from Apr. 1993 through Dec. 1993. The micro behavior analysis was used to clarify the interaction with peers and teachers. The change of his identity in the participation process was interpreted in the framework of LPP.
東京大学の論文
1995-02-28