疑問の発達的研究:I : 現実界認識過程としての発生領域の考察
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概要
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In order to investigate a process of cognizing reality in infancy, chilhood and preadolescence, we have tried to analyze the areas of children's whys are thereby clarify how their whys tend to develop in connection with their age and distinction of sex and the influences of the times in which they live. For this purpose we gave examinations to 1028 children in Aichi prefecture. At an individual interview with the nursery-school children, we asked ea ch of them to tell about his or her whys by the method of free answers. On the other hand, the method of free description under the title of "My Whys" was applied to elementary-school children (in 2nd, 4th and 6th grade) and junior high school students (in 7th and 9th grade). All of their whys obtained by these two methods were classified into four areas, which were further divided into nine kinds, and we have inbestigated these areas and kinds from several points of view, such as their school year and distinction of sex. The main points of our conclusion are as follows : (1) The number of childrn's whys reaches the peak in the sixth grade of elementary school, and then it is on the decrease. This result supports the fact that with advancing grades in junior high school, pupils' whys become substantial with the concentration of their interest upon a differentiated specific subject. (2) By analyzing all the whys obtained, we have noticed the developmental tendencies of their whys. For small children, the whys concerning "things" show the highest percentage, but with the advaning of the school years, this percentage is on the decrease, while that of the whys concerning "human life" is conversely on the increase. The rate of the whys regarding "animals and plants" tends to decrease gradually as a grade advances, while that of the whys regarding "natural phenomena" reaches the highest level in the middle grade of elementary school, and then it shows a slight decrease. (3) When we compare these developmental tendencies of childre's whys with the results of similar investigations of prewar days, we find a resemblance in general types of development between the former and the latter. But in prewar days, the percentage of the whys concerning "natural phenomena" exceeded that of other whys above the middle grade of elementary school, while, in our investigation, the percentage of the whys regarding "human life" overshelmingly surpasses that of any other whys. (4) After due consideration of the areas of whys and the differentiation processes of their kinds, we have divided the developmental level of whys into three, e. g. (a) the level of materially cognizing reality, corresponding to the late infancy and the early childhood ; (b) the trasitional level corresponding to the middle and the late childhood ; (c) the level of socially cognizing reality, corresponding to preadolescence. (5) In several areas of shys we see some differences between the two sexes. Boys exceed girls in the percentage of the shys concerning "heavenly bodies" and "instruments" while girls on the other hand surpass boys in the percentage of whys regarding "animals and plants."
- 日本教育心理学会の論文
- 1962-09-30
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