幼児のリズム構造の理解の発達における行為化の役割

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In the present study, we investigated the role of action in young children's representational understanding of rhythmic structures. Fujita(2004) showed that children's task achievements were different between checkerboard task for spatial arrangement and caning task for movement arrangement, and the latter was more difficult to arrange rhythmic structures. So caning task was used in this experiment to focus on the effect of children's action to improve their rhythmic operation. Sexty-two children aged 4 to 6 participated in a series of sessions: pretest, training, and posttest. A half of children experienced training tasks in individual and independent condition and the other half i interaction and cooperative one. And training tasks conserved same caning structure as pre/post tests. Three levels of rhythmic structure were experimentally controlled in tests and training: alternation, inversion of alternation, and cycle of inversion. The main results were as follows: (1) caning woof ribbons between each warp string in pre/post tests was much easier in 5 & 6 year-old-children than in 4 years, (2) children's performance in posttest was higher than in pretest, and training session worked effectively regardless of training conditions individual or cooperative, (3) conceptual learning through caning training was remarkable especially in 5 year-old-children, (4) frequency of caning failure was much more in individual condition in 4 years' training, and in cooperative condition in 5 & 6 years' one. These results were discussed in terms of developmental relationship between rhythmic representation, action as instigator of operation in thought, and cognitive conflict in cooperative learning.
熊本大学の論文
2007-11-30

著者

藤田豊
熊本大学教育学部

幼児のリズム構造の理解の発達における行為化の役割

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