都市部における塾・習い事に対する関わり方と子ども同士の交流の時間帯の関係

概要

論文の詳細を見る
In this research, we evaluated communications among children in an urban area. We classified their lives after school according to time of their private lessons and compared them in three levels — life level, space level and significant space level. As a result, it is found that their daily lives were significantly different from each other and children could not find adequate time to communicate. Furthermore, it is cleared that their communications were highly restricted by private lessons because the time zone when most of private lessons were given was the same as the time when many children who do not have private lessons communicated with their friends. Consequently, children who have lessons seldom communicate with their friends at houses, public facilities or parks. On the other hand, they used streets, shops or the school yard for communications because of the temporal characters of those places. From these conclusions, we proposed some spatial planning and a concept of “regional time-managing plan” to promote communications between children who have private lessons after school and those who do not have private lessons.