Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：「日本子ども学会」事務局  

File： 14_okazaki.pdf

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：Elsevier Ltd  

Stuffed animal sleepover programs have been conducted by libraries worldwide. This study sought to (1) determine whether the stuffed animal sleepover program increased children's reading and (2) examine the duration of the effect. Forty-two children who attended preschool participated in the study. The results indicated that the number of children who read picture books to stuffed animals increased following the program, but the program's effect decreased within three days. One month later, the children were reminded of the stuffed animal sleepover program. The number of children who read picture books to stuffed animals increased again after the reminder. The results suggest that (1) stuffed animal sleepover programs can positively affect children's reading of picture books, (2) the duration of the program's effect can be short, and (3) reminding children of the program can be an effective strategy to revive and sustain their interest in picture books. These results are discussed in terms of the psychological characteristics of childhood.

File： 1-s2.0-S2405844016307460-main.pdf

DOI： 10.1016/j.heliyon.2017.e00252

Scopus

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：岡山大学大学院教育学研究科  

ぬいぐるみお泊まり会の効果とぬいぐるみお泊り会に参加を希望する子どもの読書活動傾向について調べた。参加する子どもは公募で集められた。読書活動の増加量を参加群と非参加群で比較した結果，２群間の増加量に有意な差はなかった。さらに，事前の読書活動傾向を２群間で比較した結果，参加群の読書活動傾向は非参加群よりも有意に高かった。本研究の結果は，読書活動傾向の高い子どもがぬいぐるみお泊り会に参加しやすい傾向にあることを示しており，読書活動傾向が高くない子どもが参加できる募集方法の必要性を示唆した。

File： bgeou_162_041_046.pdf

DOI： 10.18926/bgeou/54484

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：金沢大学人間社会学域学校教育学類 = The School of Teacher Education, College of Human and Social Sciences, Kanazawa University  

File： AA1238446X-7-83-89.pdf

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：WILEY-BLACKWELL  

A 2-year longitudinal study of 33 children aged 4-6 years was conducted to clarify the developmental relationship between calculation skill and finger dexterity, as well as the selectivity of the predictive power of finger dexterity on later calculation skill. We examined individual developmental change in the relationship between addition performance and finger dexterity and observed whether children fit a linear developmental pattern. Multiple regression analysis showed that participants' performance on addition tests was strongly predicted by their finger dexterity. However, their performance on vocabulary tests was not strongly influenced by finger dexterity. These findings suggest that calculation skill in children aged 4-6 years is strongly related to finger dexterity.

File： Jpn Psychol Res - 2014 - Asakawa - Developmental trajectory in the relationship between calculation skill and finger.pdf

DOI： 10.1111/jpr.12041

Web of Science

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：広島大学学部・附属学校共同研究機構  

本研究の目的は,特定の教科の授業に焦点を当て,児童が普段経験する困難な場面をクラスで話し合い,その対策を考えることで,1人ひとりの児童が授業に参加できるようなクラス作りを行うことであった。また,先行研究から,クラスでワーキングメモリの最も小さい児童がしばしば他児の発言を聞いていないことが明らかになっているが,このような他児の発言を聞くことの困難さが,他の児童にも全般に見られることを確認し,クラスでその問題を共有することも本研究の目的であった。その結果,算数の授業において,話し合っている内容について途中で分からなくなり,話し合いについていけないことがあることが児童により報告され,同じような経験を多くの児童がしていることが確認された。そのような場合,教師に分かったかどうか尋ねられても,児童は,自分から「分からない」とは言いにくいことも報告された。本研究の話し合いを通して,このような授業の課題が教師と児童によって共有されたことに本研究の話し合いの意義があった。In this study, fifth graders discussed which difficulties they experienced in mathematics class and what they could do to overcome the difficulties so that everyone could participate in classroom activities. The discussion also sought to reveal that some children had difficulty in keeping up with conversations among other children, which previous research has indicated that children with poor working memory often experience. In the discussion, some children reported that they sometimes missed certain points during conversation among other children, and could not catch up with the conversation, and many children in the class agreed that they had similar experiences. In such cases, children could not say that they could not understand, even when a teacher asked whether they had understood. The discussion was significant because children and the teacher discussed the problems that the children experienced during class.

File： AnnEducRes_42_237.pdf

DOI： 10.15027/35864

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：一般社団法人日本科学教育学会  

In this study we examined the relationship between the attitude of children with poor working memory and the characteristics of teachers' revoicing in mathematics classroom discussion. Three children with poor working memory and three children with average working memory were selected from each of two fourth-year classes by computer-based working memory assessment, and observed in mathematics classes by two teachers using different discussion-centered approaches. The classes were also videotaped and teachers' and childrens' utterances were transcribed. The following were the main results: In classes with one teacher (T1), the children with poor working memory listened carefully to the teacher's explanation and classmates' opinions at the same rates as the children with average working memory did, whereas in classes by the other teacher (T2), the children with poor working memory did not listen to the teacher's explanation and classmates' opinions as carefully as the children with average working memory did. When teachers' utterances were analyzed, T1 used more revoicing than T2 did. It is suggested that the teacher's revoicing helped children with poor working memory understand and follow the discussion in mathematics class.

File： 38_97.pdf

DOI： 10.14935/jssej.38.97

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：一般社団法人 日本発達心理学会  

An experiment was conducted on 68 children, ages 4-6 years, to clarify the specific relations between their numerical abilities and finger dexterity. Multiple regression analysis showed that performances by participants on arithmetic tests were strongly influenced by their performances in finger dexterity. In addition, their performance on vocabulary tests was most strongly influenced by their abilities in rhythmic movement. These findings suggest that numerical abilities in 4-6 years old is more strongly related to finger dexterity than to other movement skill, and that finger dexterity is more related to numerical abilities than verbal ability. The results are discussed in terms of the localizationist and the functional hypotheses.

File： 22_KJ00007296879.pdf

DOI： 10.11201/jjdp.22.130

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：広島大学大学院教育学研究科附属幼年教育研究施設  

The purposes of this study are to examine for a function of imitation in 5-years old children's Play. The second was to study process of change in the intention of imitation in children's play. The paticipants were 5-years old children and the classroom teacher. The investigators observed children's and their teacher's activity in the natural setting. The results of observation showed that the change of imitation related with positive emotion. We apply for analysis the idea of Horizontal recontexualization and Vertical recontexualization (Van Oers, 1998). Analyzing episode, the positive emotion changed the intention of imitation and then turned imitation into creation. Moreover, it was also suggested that individual imitation was transformed into social empathy through imitation.

DOI： 10.15027/33679

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：広島大学学部・附属学校共同研究機構  

保育場面では, 子どもが模倣をすることにより, どのような感情が生じたり育ったりしたかが重視されている。しかし, 幼児の模倣に関する先行研究では, 感覚や感情的側面が十分に考慮されてこなかった。そこで, 本研究では, 感覚や感情と模倣の相互作用過程やその過程における保育者の役割を検討するために, 年少と年長クラスの園児ならびに担任保育者を対象に観察を行うとともに, 保育者にはインタビューも実施した。その結果, 模倣が生起する前提として, 安心感, 安定感, 信頼感, 肯定感などが, ある程度育っている必要があり, その上で, 他者の行為や活動を見て, 楽しそう, 面白そうといった感情が生じた時に模倣が生起する, そして, 模倣することにより, 楽しいという感情が自分の中にも起こり, さらに, 楽しいという感情により, 模倣した行為や活動を反復したり展開したりする, また, このような過程には実感が伴われるとともに, 行為や活動をふりかえることにより充実感や満足感なども感じる, と考えられた。最後に, 以上の考察に基づき, 感情を基礎的な感情, 活動中の感情, 活動後の感情, という3つのレベルに整理することが提案された。

DOI： 10.15027/31258

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：広島大学大学院教育学研究科附属幼年教育研究施設  

There were two purposes of the present study. The first was to examine the relation between change of imitation and emotion. The second was to study process of change in the intention of imitation and imitation by emotion. The paticipants were 3 years old children and the classroom teacher. The investigators observed children's and their teacher's activity in the natural setting. The results of observation showed that the change of imitation related with positive emotion. Analyzing episode, the positive emotion changed the intention of imitation and then turned imitation into creation. Moreover, it was also suggested that individual emotion was transformed into empathy through imitation.

DOI： 10.15027/33683

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：広島大学学部・附属学校共同研究機構  

本研究の目的は, 運動, 認知, 社会性の3つを同時に縦断的に測定し, 複数の運動項目による質的な群分けを試みるとともに, 子どもの日常を加味した事例的検討を行うことにより, 運動発達が認知や社会性の発達に及ぼす影響を, 総合的にかつ個別に明らかにすることであった。年中児33名, 年長児35名を対象に, 約6ヶ月間隔で, 運動能力8項目と認知や社会性に関する5項目を測定した。クラスタ分析の結果より, 年中児では3つ, 年長児では4つの群に分けることができ, 各群の違いは, 運動に対する子どもの好き嫌い, 苦手意識や緊張感などによって説明できた。また, 重回帰分析の結果から, 年中児では, リーダーに関してはリズム, チャレンジに関しては捕球, 年長児では, リーダー, チャレンジともにボール投げが, 影響を与えていると考えられた。そして, 縦断的に検討した結果, 運動面でも大きな伸びが見られるとともに, 意欲や積極性が増す群が存在した。その一方で, 一部の運動能力の数値とリーダーやチャレンジの評定が共に下降した群も存在した。さらに, 5名の事例を検討することにより, 運動と社会性の発達的な関係を具体的に示した。

DOI： 10.15027/29892

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：広島大学学部・附属学校共同研究機構  

本研究では, 従来の研究のように保育者を中心にその周囲にいる子どもの自然体験を記録するのではなく, 特定の子どもの自然体験を4ヶ月間記録し, それを昨年度の記録や小学校の生活科の実践記録と比較することにより, 幼児の自然体験における保育者の援助や子どもの「育ち」と「学び」の特徴を検討した。その結果, 保育の文脈からある場面や活動だけを切り取ると, 昨年度の研究と同様に, 自然体験における「学び」を取り出すことはできるが, 実際の保育では, 一人ひとりの「育ち」が重視されており, 「育ち」と「学び」は切り離されたものではなくつながっていることが明らかになった。そして, 「育ち」の充実により「学び」を支えていこうとするところに幼児教育の独自性があること, つまり, 幼児教育では, 特定の領域の知識や技能を学習する小学校とは異なり, あらゆる領域においてさまざまな体験を重ね, それらが有機的に関連づくことにより, 生きる力や学ぶ力の基礎となる心情, 意欲, 態度が育つことが重視されていることが示唆された。

DOI： 10.15027/26345

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：広島大学大学院教育学研究科附属幼年教育研究施設  

Previous research has shown that the children's use of the fingers in additon changes with age. In this study, a part of data on the strategy of finger use by Asakawa and Sugimura (2009) was reanalyzed to clarify the relationship between, short-term memory, finger dexterity and addition skills. A two-way ANOVA showed a significant interaction between memory span and finger use. Examination of simple main effect indicated that significant effect of memory span at the group of the children who did not use fingers and significant effect of finger use at the group of the children whose memory span were small. However, there was no significant interaction between finger dexterity and finger use. Results suggest that finger use can compensate for small memory span.

File： AREC_31_103 (1).pdf

DOI： 10.15027/31150

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：一般社団法人 日本発達心理学会  

Previous research has shown that the performance of children on arithmetic tests was predictable based on their performance on neuro-psychological tests. In this study an experiment was conducted on 5-6 year old children (N=48) to clarify the relationship between finger dexterity and numerical abilities. The results showed a significant correlations between finger dexterity and numerical abilities. In addition, the findings remained significant after partialing out the effects of age and performance test scores, or age and short-term memory capacity scores. Moreover, the correlation coefficient between finger dexterity and numerical abilities was greater than the correlation coefficient between short-term memory capacity and numerical abilities. These finding suggested that the relationship between finger dexterity and numerical abilities among preschool children were stronger than was indicated by previous findings.

File： 20_KJ00005701624.pdf

DOI： 10.11201/jjdp.20.243

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：広島大学大学院教育学研究科附属幼年教育研究施設  

The purpose of this study is to reconsiderate the concept of zone of proximal development by L.S.Vygotsky. Although there has been a recent upsurge of in Vygotsky's theory, most of interst has centered on the role Zone of Proximal Development was equivocal applied in many studies. For example, there is a famous concept of "Scaffolding" by Wood et al. Several studies have been made on "How to scaffolding" and "How to fading" and teacher-child interaction. In child care practice, it is more complex than an educational utopia. There is assumption that the role of the "social other" is presented as always helpful. The possibility that might be overbusy for the child and be ignored to scaffoldings, and be purposelly harmful. We have to consider that ZPD and the "Scaffolding" are not as "Child-Teacher" in two terms but as "Child-Teacher-Object" in the triangle.

DOI： 10.15027/31153

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Total pages：191   Responsible for pages：104-117   Language：Japanese  

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Total pages：198   Responsible for pages：163-165   Language：Japanese  

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Responsible for pages：85-96   Language：Japanese   Book type：Textbook, survey, introduction

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Responsible for pages：67-83   Language：Japanese  

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Total pages：356   Responsible for pages：78-99  

ASIN

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Responsible for pages：62-72   Language：Japanese  

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Event date： 2010.9

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Language：English   Presentation type：Poster presentation  

Country：Finland  

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Country：Finland  

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Language：Japanese   Presentation type：Poster presentation  

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