小学生の遊び観の分析 : 遊びに対するイメージと価値認識に着目して Elementary School Children's Conception and Value of Play Activities
Children's play has been widely studied for decades from various perspectives and disciplines, and developmental, psychosocial and adaptive benefits of children's play have been emphasized. But these are based on adults'observations; children's own perspectives are necessary for educational practices to be ecologically valid and effective. Studying the developmental continuity of children's perceptions of play between early childhood and middle childhood should provide us with a better framework for children-oriented research as well as educational practices to motivate children's playful learning. The present study investigated elementary school children's perceptions and values of play as well as their motives. This is the first and largest quantitative psychological survey targeting children from the first to sixth grades in Japan. We created a self-report type of questionnaire and 6,188 children from 16 elementary schools in seven cities in Japan participated in the survey. Our quantitative and qualitative analyses of the results suggest that children's conceptions and values of play could vary between boys and girls but change as they grow up. We also identified some social and environmental influences on the development of children's conceptions of play. The higher － grade children (3rd, 4th, 5th and 6th grades) rated the endogenous value factor higher than the lower grades (first and second grades did). Most children listed the phrases of 'movements of play', 'emotions with play' and 'group game play' as their major images of play.
東京大学大学院教育学研究科紀要 55, 325-346, 2015