幼児の「性自認時期」と「対人スタンス」との関係 : 幼稚園3歳児クラスの観察から Infants' Gender Identification and Social Relations : Observation of a Kindergarten Class

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Focusing on two classes of as well as their teachers of three-year-old children as well as their teachers in a kindergarten, this research, which was held between April to October 2005, investigates how gender consciousness among children are related to their social relationships with teachers are peer groups. The research finds out that a majority of the children did not have any gender identity before entering the kindergarten, and there is no clear evidence to show that sex or date of birth are related to the time when children identity their gender. However, before entering the summer vacation at July, most of the children already have clear gender consciousness. The research then shows that children will recognize their gender identity earlier if they prefer playing within a group and communicating more with teachers. On the contrary, for those children who prefer to play alone or to keep a distance from teachers, they will identity their gender later. In addition, for those children who always stick to teacher but prefer to play alone, they still have earlier gender consciousness.

Focusing on two classes of as well as their teachers of three-year-old children as well as their teachers in a kindergarten, this research, which was held between April to October 2005, investigates how gender consciousness among children are related to their social relationships with teachers are peer groups. The research finds out that a majority of the children did not have any gender identity before entering the kindergarten, and there is no clear evidence to show that sex or date of birth are related to the time when children identity their gender. However, before entering the summer vacation at July, most of the children already have clear gender consciousness. The research then shows that children will recognize their gender identity earlier if they prefer playing within a group and communicating more with teachers. On the contrary, for those children who prefer to play alone or to keep a distance from teachers, they will identity their gender later. In addition, for those children who always stick to teacher but prefer to play alone, they still have earlier gender consciousness.

収録刊行物

  • 東京大学大学院教育学研究科紀要

    東京大学大学院教育学研究科紀要 46, 131-144, 2007-03-10

    東京大学

各種コード

  • NII論文ID(NAID)
    110006389841
  • NII書誌ID(NCID)
    AN10516641
  • 本文言語コード
    JPN
  • 資料種別
    Departmental Bulletin Paper
  • 雑誌種別
    大学紀要
  • ISSN
    13421050
  • NDL 記事登録ID
    8756393
  • NDL 請求記号
    Z7-315
  • データ提供元
    NDL  NII-ELS  IR 
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