5歳児の数量理解に対する保育者の援助 ::幼稚園での自然観察にもとづく検討  [in Japanese] Teacher Support for 5-Year-Old Children's Mathematical Understanding ::Naturalistic Observations in Japanese Preschools  [in Japanese]

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Abstract

本研究では,年長(5歳児)クラスを対象にした自然観察を通して,幼稚園において年長児が経験している数量活動と,そこでの保育者の援助の実態を明らかにすることを目的とした。具体的には,私立幼稚園6園10クラスを対象に合計20回の観察調査を実施し,年長クラスで行われている数量活動の種類,頻度,そのような活動における保育者の援助の方法について検討した。その結果,保育者は,数量学習を目的としない多様な保育活動に数量の要素を導入する形で,5歳児に数量への関与を頻繁に促していることが明らかになった。援助の方法としては,製作の材料を特定の数だけ取りにくるように促す,出欠の確認をしたときに出席人数を質問する,数の利用が必須なゲームを行う,などがみられた。

The present study was aimed at investigating preschool teachers' support for 5-year-old children's mathematical understanding by examining types and frequency of mathematical activity practiced in preschools, as well as details of the teachers' support in such activities. Ten preschool classrooms were observed for a total of 20 days. As a result, no activities focuses on teaching mathematics were observed. However, teachers' behaviors to support children's mathematical understanding were found fairly frequently in varieties of activities in which teachers' goal was other than teaching mathematics. Teachers embedded mathematics in everyday activities, for example, by letting children collect certain number of materials when creating art projects, by asking the number of children who were present in the classroom when taking attendance, and by introducing children games that require the use of numbers.

Journal

  • RESEARCH on EARLY CHILDHOOD CARE and EDUCATION in JAPAN

    RESEARCH on EARLY CHILDHOOD CARE and EDUCATION in JAPAN 52(1), 19-30, 2014

    JAPAN SOCIETY of RESEARCH on EARLY CHILDHOOD CARE and EDUCATION

Codes

  • NII Article ID (NAID)
    110009841510
  • NII NACSIS-CAT ID (NCID)
    AN10378027
  • Text Lang
    JPN
  • ISSN
    1340-9808
  • NDL Article ID
    025779202
  • NDL Call No.
    Z41-42
  • Data Source
    NDL  NII-ELS  J-STAGE 
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