盲幼児児童におけるはめこみ構成課題の達成と概念理解・手指操作を伴う日常生活動作・大規模空間認知との関連  [in Japanese] Relationship Between Constructive Task Achievement and Concept Acquisition, Activities of Daily Living Associated With Fine Motor Control, and Spatial Cognition: Children Who Are Blind  [in Japanese]

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Abstract

本研究は、盲児におけるはめこみ構成課題の得点と、大きさや長さの概念などの概念理解、スプーンの使用や衣服の着脱などの手指操作を伴う日常生活動作、歩行などの大規模空間認知との関連について検討することを目的とした。調査は、盲幼児児童27名を対象に行った。その結果、はめこみ構成課題の得点と概念理解の得点、手指操作を伴う日常生活動作の得点、大規模空間認知の得点には関連がみられた。また、異形課題の成否によって対象児を達成群と未達成群に分け比較したところ、達成群より未達成群のほうが概念理解の得点・手指操作を伴う日常生活動作の得点・大規模空間認知の得点が有意に低いことが明らかになった。以上のことから、盲児の実態把握においては、構成課題などの机上における空間認知能力との関連から概念理解・手指操作を伴う日常生活動作・大規模空間認知の実態を捉えることが重要であると考える。

The purpose of the present study was to investigate the relationship between constructive task achievement in children who were blind and their acquisition of concepts such as size, length, and weight; skills in activities of daily living associated with fine motor control, such as using a spoon or dressing themselves; and aspects of spatial cognition, such as orientation and mobility. The participants in the experiment were 27 children who were blind. The results showed significant relations between the children's constructive task achievement and their concept acquisition, activities of daily living associated with fine motor control, and spatial cognition. Ten constructive tasks involving panel boards were divided into 2 types, based on how they were combined: (a) tasks involving combining panel boards that were identical, and (b) tasks involving combining panel boards that were different. Based on their performance in the experimental task that had involved combining panel boards that were different, the participants were divided into 2 groups: success (attainment) group or failure (non-attainment) group. Compared with the attainment group, the non-attainment group had significantly lower scores in concept acquisition, activities of daily living, and spatial cognition. These results suggest that using a constructive task when learning may help foster readiness for concepts, activities of daily living, and spatial cognition, and that the assessment of children who are blind should be performed comprehensively with reference to all these learning areas.

Journal

  • The Japanese Journal of Special Education

    The Japanese Journal of Special Education 54(4), 203-211, 2016

    The Japanese Association of Special Education

Codes

  • NII Article ID (NAID)
    130007616620
  • NII NACSIS-CAT ID (NCID)
    AN00172513
  • Text Lang
    JPN
  • ISSN
    0387-3374
  • NDL Article ID
    028152069
  • NDL Call No.
    Z7-314
  • Data Source
    NDL  J-STAGE 
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