Toddler期の子どもの集団保育活動参加への自己調整と保育者の関わりー情動調整に着目してー

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  • Teachers' support in self-regulating toddlers' emotions to facilitate participation in group-nursing activities
  • Toddlerキ ノ コドモ ノ シュウダン ホイク カツドウ サンカ エ ノ ジコ チョウセイ ト ホイクシャ ノ カカワリ : ジョウドウ チョウセイ ニ チャクモク シテ

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An observational study of toddlers and their teachers was conducted in nursery school-classes for one(Class 1) and two year-olds (Class 2). The study was designed to examine how teachers supported self-regulations of toddlers, in order to facilitate their participation in group-nursing activities. Results indicated the following:(1) In many cases, emotional regulation was difficult, even after behavior regulation was accomplished, and teachers' support was needed.(2) The teachers used various strategies of emotional regulation, each "with some success". In some cases, the same strategy had different success rate in Classes 1 and 2.(3) The frequency of episodes requiring self-regulation increased in Class 2 compared to Class 1, because of differences in subjective demands on. children between the two classes.(4) The strategy of "keeping a distance from a child" was usually used at school and home, because self-assertive toddlers disturbed adults. At the school, the strategy of "showing another child as a model" was used frequently which was not the case at home.

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KJ00009140239

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