子どもの学習において自発的探索と大人による方向づけはどのように関係しているのか : 社会文化的アプローチにもとづく理論的検討  [in Japanese] How does adult guidance relate with young children's spontaneous exploration in learning? : A theoretical proposal from a sociocultural approach  [in Japanese]

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Author(s)

Abstract

The purpose of this study was to examine a theoretical framework of a sociocultural approach for capturing young children's spontaneous exploration. It has been widely accepted that young children construct knowledge through spontaneous exploration of their environment. However a theoretical framework has not been fully developed that appropriately captures young children's spontaneous exploration in relation with an adult's guidance. In this study, with an intent to place young children's spontaneous exploration into the theoretical framework of a sociocultural approach, we examined Hedegaard's theoretical proposal(2009) based on Vygotsky's concept of "crisis", and preschool observations of children's spontaneous play. A new framework was proposed that captures young children's spontaneous exploration as a process of flexibly combining various constraints, such as adult guidance or artifacts.

Journal

  • 青山社会情報研究

    青山社会情報研究 5, 1-10, 2013

    Aoyama Gakuin University

Codes

  • NII Article ID (NAID)
    110009806313
  • NII NACSIS-CAT ID (NCID)
    AA12424269
  • Text Lang
    JPN
  • Article Type
    departmental bulletin paper
  • Journal Type
    大学紀要
  • ISSN
    1883-7638
  • NDL Article ID
    025643882
  • NDL Call No.
    Z74-G571
  • Data Source
    NDL  NII-ELS  IR 
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