子どもの生活から見た領域「環境」の意義

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Abstract There are three important factors in the modified guide, Course of study for Kindergarten(2008): First, children must receive the support appropriate to lead their lives in early childhood, second, opportunities for play-centered instruction must be given, and third, they must receive education that fits their level of development. Environment must also be taken into account. In this paper the author refers to the above guide for kindergarten children, and related literature, and analyzes actual practice based on the unit "environment" described in the guide. The author hopes to clarify what the content of this unit is, and proposes to analyze the unit from the following four perspectives: the meaning of the environment in childcare, children's play and their environment, intellectual curiosity and environment, and the environment as material. The decrease in the birthrate in Japan is a serious environmental problem. Therefore kindergartens and nursery schools must function as places where children grow up together. Some future tasks such as collaboration between kindergartens and elementary schools, giving children the chance to cooperate, and child-rearing support are mentioned. The following questions are also considered with reference to actual experience: What considerations need to be taken into account with regard to trust between care-givers and children? How should we attend to and encourage small-child culture and nourish it? How should we develop relationships with others? How should we take care of difficult children and what sort of special attention do they need?
2012-06-01

子どもの生活から見た領域「環境」の意義

スポンサーリンク

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スポンサーリンク