幼稚園でのプレイセラピーの実践研究 : 幼児の「育つ力」と子育て支援としての効果

概要

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Collaboration was organized between A university and two kindergartens in A city and play therapy was performed with nine children using empty kindergarten classrooms. University teachers with a clinical psychology qualification held discussions with the parents of these children, and kindergarten teachers provided consultation to the parents and exchanged information with them. The effectiveness of play therapy was verified on the basis of a questionnaire conducted before and after play therapy implementation. The results showed that after play therapy, the children became emotionally stable, had fewer behavior problems, and showed an improvement in their social nature. Moreover, seven out of the nine parents perceived that their children had matured. The kindergarten teachers presented the same evaluation from their results. The practice records showed that the children gained confidence and pride by enjoying playing with therapists and being accepted by them, which led to them taking interest in their friends. Their growth potential was activated. In addition, changes in parent-child relationships were observed. Play therapy also supported the parents, and it was considered an effective child raising support measure.