クラス人数規模と保育空間構成に関する研究

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  • 長谷川 恵美
    日本女子大学大学院人間生活学研究科生活環境学専攻／(株)ミサワホーム総合研究所
  • 定行 まり子
    日本女子大学住居学科

書誌事項

タイトル別名
  • A STUDY ON THE CLASS SIZE AND THE NURSERY SPACE COMPOSITION
  • クラス人数規模と保育空間構成に関する研究 : 1歳児クラスの活動場面に着目して
  • クラス ニンズウ キボ ト ホイク クウカン コウセイ ニ カンスル ケンキュウ : 1サイジ クラス ノ カツドウ バメン ニ チャクモク シテ
  • Focusing on the activity scene of one-year-old child class
  • 1歳児クラスの活動場面に着目して

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抄録

<p> In recent times, there has been an increasing demand for childcare, especially for infants below 3 years of age, in Japan. This has led to a massive expansion of licensed nursery schools. Nursery facilities are required to have at least the minimum capacity size and area per child as prescribed by the guidelines. However, guidelines for appropriate group size and space composition in nursery rooms for one-year-olds have not been mentioned so far.</p><p> The purpose of this research is to propose a design method for nursery rooms of one-year-olds that suits the group size, from the perspective of it being "an environment that allows children opportunities to do things independently."</p><p> This proposed design considers the following points: 1) Children are not disturbed by the activities of one another. 2) Children's waiting time is short. 3) Childminders should understand that children mostly want to do things by themselves and in their own pace.</p><p> We conducted observation studies in four facilities located in areas around Tokyo. Two of the four have a capacity of 20 or more children in the one-year-old class, the rest have about 10 to 15. They are private licensed nursery schools managed by the same operator. We examined how group size affects the daily program, childcare methods, and the way of using the nursery rooms.</p><p> A comparison analysis is conducted between the group size of “about 10 to 15” and “more than 20,” from the perspective of whether it creates an environment that allows children opportunities to do things independently.”</p><p> The results of this study can be summarized as follows: 1) The duration from lunch to napping and children’s waiting time is longer in the case of the nursery having “20 or more” one-year-olds. 2) From the behavior of the children and childminders during the transition from lunch to napping, the layout of the eating space, changing space, restroom, and napping space are classified into “HUB type” and “SLIDE type.”</p><p> In the “HUB type,” they go to and from the lunch room and restroom centering on the room for napping. Compared with the “SLIDE type”, childminders can easily handle multiple actions at the same time in one place. However, multiple actions are carried out at the same time in the room for napping, and hence, it is difficult to secure quietness and calm.</p><p> In the “SLIDE type,” slides are moved into different positions in the room for each activity. Since there is only one kind of action performed in the space, children can spend their time in a calmer environment. Finally, if the group size is “20 or more,” it is preferable to make rooms using slides as partitioning so that these can be moved around the room for each activity, in the transition from lunch to napping. Furthermore, we found that dividing a room with movable wall partitions offers childminders some options, as follows: 1) They can temporarily organize small groups according to the children's developmental stage for each activity. 2) In a calm atmosphere, children have more opportunities to do things independently. 3) Making a buffer-like space, they can easily avoid congestion in a specific area and smoothly shift to the next activity with a time lag.</p>

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