アメリカ進歩主義幼稚園の改革運動と<砂場> : 砂場と大型積木開発からの示唆を中心に

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The purpose of this paper is to analysis on the reform movement of progressive kindergarten by suggestings and gardens and the development of large blocks. The playground movement in the United States began to develop from sand gardens opened in Boston in 1885, under the control of the Massachusetts Emergency and Hygiene Association. The member of this Association, Dr. Marie Zakrzewska pointed out that in Beline there were placed in the public parks sand-pales, in which children dug and played, and suggested that something of the kind might be done in Boston. The playground advocates viewed organized play as a vital medium for shaping the moral and cognitive development of young children. Organized activities in these playgrounds ranged from sandcastle-building by fouryear-olds to adolescent team sport. The Proggressive kindergarten movement began to challenge the prescribed mathematical sequence used in working with Froebel's gifts by Anna Bryan and Patty Smith Hill in Louisville Free Kindergarten Association. Distinguishing between what she called "free play" and "dictation play", Bryan began incorporating themes from children's daily lives into the sequence of Froebel's gifts. This introduction of child-initiated topics to teachers-controlled curricula became a start to an enormous curricula change later. In 1904, Dean Russel of Teachers College, Columbia University in New York invited Hill to participate in a lecture series with Susan Blow. Hill used the large blocks which she developed in the Teachers College schools. The blocks were apopular choice of teacher-initiated project related to community workers, families, and transportation. Caroline Pratt had seen children free playing with Hill's blocks at Teachers College, and she realized this was how children learned about the world. Opend in New York City, in 1914, Pratt's Play School, which was one of the most radical experiments in Progressive education in early twentieth centuries. Pratt and six children spent a great deal of time at neighbor dock. Those trips were the basis of the curriculum for the young children. When the children had been on trips exploring the immediate environment and returned to classrooms, they took block buildings on the floor and bench-made products. Here the children put to use the facts had acquired. By analyizing the effects of sand gardens and development of a large block, we would have a better understanding what kind of change happen from the playground movement to the progressive kindergarten movement.
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アメリカ進歩主義幼稚園の改革運動と<砂場> : 砂場と大型積木開発からの示唆を中心に

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