How do the “Credit Model” Assessments Change the Early Childhood Care and Education for Children with Special Needs?:

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  • 「信頼モデル」による記録，評価は障害児保育実践をどう変えるのか
  • 「信頼モデル」による記録,評価は障害児保育実践をどう変えるのか : 「学びの物語」作成による半年間の保育実践からの検討
  • 「 シンライ モデル 」 ニ ヨル キロク,ヒョウカ ワ ショウガイジ ホイク ジッセン オ ドウ カエル ノ カ : 「 マナビ ノ モノガタリ 」 サクセイ ニ ヨル ハントシカン ノ ホイク ジッセン カラ ノ ケントウ
  • ―「学びの物語」作成による半年間の保育実践からの検討―
  • Discussions from Six Months of Childcare Practice Using “Learning Stories”

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Abstract

<p>This study investigates the relationship between assessments using the “credit model” and caregiving practices by analyzing “Learning Stories” assessments on the early childhood care and education for children with special needs over six months. From the early stages of creating stories, caregivers were ready to actively seek out the learning disposition of children, but their reflections on caregiving practices were restricted to the conventional view, which aimed to improve children's immature and problematic behavior through instructions. However, the accumulation of story creations provoked the change of their viewpoints to adjust the caregiving environment for children's plays and relationships. In conclusion, the importance of assessments from “credit model” concerning childcare practices with children with special needs is discussed.</p>

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