Doll Play場面における幼児の行動の研究

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It has been widely recognized that the use of family dolls is quite helpful in child psychotherapy and child research. Children, in doll play, objectify many of their problems, express forbidden wishes and impulses, and bring about the solution they need and want. Although applied chiefly to work with children for therapeutic as well as diagnostic purposes, a few experiments have been done in Japan with normal children. The present study is chiefly concerned with problems as follows: a) to what extent can dolls and a doll house stimulate (or attract) children to produce thematic and measurable behaviors as compared with other play-tools such as blocks, clay and painting? b) is there any significant correlations among the different indicies observed? c) is there any significant agreement among observers who make ratings on each child and play situations? d) can these ratings based on behavior observation be valid and reliable against the facts of each child and of his family backgrounds? To cope with these problems, a series of experiments have been undertaken with eight kindergarten children (4 boys and 4 girls, ages: from 5 years 4 months to 6 years 1month), Each child was introduced into the play-room of the university psychology laboratory, where the child was allowed to play with any of four kinds of play-tools he (or she) wished without "directive" instructions of the experimenter. Observation was made through one-way mirror by six or eight observers for 20 minutes for each child, in terms of 1) kinds of play tools chosen by the child 2) nature of his (or her) behavior 3) the degree of verbal and nonverbal expression of the child 4) and interaction between the child and the experimenter. Ratings were separately made by each observer immediately after the observation was completed, in the points of the child's activity level, his sociability, precautiousness for the experimenter, the degree of concentration, the experimenter's rapport with the child, the child's independency and adjustment, and so on. Analysis of accumulated data reveals some results to be noted. 1) Although it is difficult to make a generalization with only eight subjects, dolls and a doll house tend to stimulate children's verbal behavior more than the other tools in spite of the fact that they did not necessarily produce more thematic or integrated behavior. 2) This stimulus value has been accelerated in the case of children who chose the various play-tools including dolls, for the verbal expression and interaction with the experimenter has been increased. 3) There are high correlations between the observation data and the observers' ratings, but the indicies that every rater comes to agreement do not necessarily validate the ratings against the facts. The agreement indicates only difficulties in rating. There are no significant correlations shown between subjective ratings on the children's intelligence, social maturity and family backgrounds, and the facts concerned with each item. This study leaves many problems unsolved such as criteria for objective observation and subjective ratings, and the relationships between the children's behavior in the play-room and that of daily life situations. But it is the authors' feeling that this kind of experiment could give a basis for the validity of the use of doll play in child research.
国際基督教大学の論文

Doll Play場面における幼児の行動の研究

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