対話的な手法によるふれあい遊びの実践 -幼稚園2 歳児クラスの表現遊びを通して-

概要

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This study sought to implement imaginary play for a class of 2-year-olds in preschool. A teacher wasasked to describe her views on guidance and her specific considerations while looking at video recordings onthe implementation of that play. This study also sought to examine the considerations made by and guidanceprovided by that teacher during implementation of interactive play through dialogue.Taking into account the level of development of 2-year-olds, Teacher A emphasized the association betweencreation of a play environment in which young children feel at ease and a feeling of normalcy. TeacherA also implemented play as a way to foster a sense of ease by starting with simple movements. Moreover,Teacher A also took into account the process of play in order to encourage children to fully engage in freeplay. Individual connections with children were taken into account, and even when the teacher held a child’s hand the teacher provided assistance in her estimate so that the child would naturally hold other child’shand and thus maintain their relationship. Such steps were found to create a comfortable environment. Playwas found to develop through dialogue. The teacher would frequently look at a child and modify her behavior,talking to the child so that the child gradually grew accustomed to the interaction. The teacher also predictedthe child’s actions and talked to the child at the appropriate time.
武庫川女子大学の論文