{"id":2902,"date":"2016-09-05T03:49:24","date_gmt":"2016-09-04T18:49:24","guid":{"rendered":"https:\/\/jsrecce.jp\/wordpress\/?page_id=2902"},"modified":"2016-09-05T03:49:24","modified_gmt":"2016-09-04T18:49:24","slug":"volume-53-no-1","status":"publish","type":"page","link":"https:\/\/jsrecce.jp\/?page_id=2902","title":{"rendered":"< VOLUME 53, No.1 >"},"content":{"rendered":"
<\/p>\n

< VOLUME 53, No.1 ><\/o:p><\/span><\/b><\/p>\n

 <\/o:p><\/span><\/p>\n

Ryutaro Nishi<\/span>.  <\/span>The
\nnursery school teacher theory of Sozo Kurahashi as seen in the novel Natsuko:
\nfocusing on the process in search of identity<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(1<\/span>)<\/b>,
\n6-17<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

The nursery school teacher
\ntheory of Kurahashi Sozo has been studied mainly in the conceptual realm. But
\nsince a teacher\u2019s quality is not something to be emulated mechanistically, but
\nrather to be realized through each teacher herself, we should appreciate
\nKurahashi\u2019s theory not only conceptually but through the concrete pro- cesses
\nand experiences. I examined Kurahashi\u2019s novel Natsuko, whose theme centers
\naround a teacher\u2019s search for identity, and derived essential elements of his
\ntheory from it. In the teacher\u2019s search for identity, active and holis- tic
\ncommitment, the process of unconscious incubation, and learning from encounters
\nwith children are shown to be important momenta, though rarely explicated in
\nprevious studies. Teachers\u2019 reflections were discussed as an issue for further
\nresearch.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> nursery school teacher,  <\/span><\/span>Sozo<\/span>
\nKurahashi<\/span>,  <\/span>identity<\/span>, 
\n<\/span>narrative<\/span>,  <\/span>reflection<\/span><\/o:p><\/b><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

—————–<\/o:p><\/span><\/p>\n<\/div>\n



\n<\/span><\/p>\n

<\/p>\n

Yumiko Aiga<\/span>.  <\/span>A Study
\nConcerning German Early Childhood Education Based upon \u201cSituational Approach
\n(Situationsansatz)\u201d, Its Quality and Method of Evaluation with Special
\nAttention Given to the Studies of INA (Internationale Akademie)<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(1<\/span>)<\/b>,
\n18-30<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

With the \u201cschool evaluations\u201d
\nof Japanese early childhood education in mind, this paper aims to elucidate re-
\nsearch results relating to the quality of German \u201cSituational Approach
\n(Situationsansatz)\u201d and the methods used in evaluating that approach. I have
\nfirst examined the accomplishments of the INA study group. Their research has
\nbeen fruitful in two significant ways. The first is that they have shed light
\non the fact that quality is con- tinually reformed through a dynamic process of
\nconceiving a basic principle which itself is done by fusing self- evident macro
\ntheories and experience-based micro viewpoints. The second is that they have
\npublished specific internal and external evaluations which are participatory
\napproaches for quality improvement.<\/o:p><\/span><\/p>\n

From these, I have shed light
\non the following aims: promoting self-improvement and development among those
\nwho are involved in quality improvement, further establishing autonomous
\nprofessionalism based upon the teacher\u2019s own motivation, and organizational
\ndevelopment as democratic communities.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> situational approach<\/span>,  <\/span>basic
\nprinciple<\/span>,  <\/span>internal evaluation<\/span><\/o:p><\/b><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

—————–<\/o:p><\/span><\/p>\n<\/div>\n



\n<\/span><\/p>\n

<\/p>\n

Machiko Tsujitani<\/span>.  <\/span>Four-year-old\u2019s
\nAwareness of Norms in \u201cWords for Asking Permission\u201d: Consulting Others as a
\nStandard of Decision-making<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(1<\/span>)<\/b>,
\n31-42<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This study aims to analyze
\nhow Japanese pre-school children, through their relationships with others,
\nunder- stand the importance of norms. In two different years, two different
\nclasses of four-year-olds were observed, fo- cusing on words used to ask for
\npermission. Episodes were analyzed in two respects: (1) the structure of
\nrelation- ships referred to by children when making decisions related to
\nunderstood norms; (2) the methods used to help children realize the importance
\nof norms. It was clarified that the children not only rely on the adults\u2019
\nauthority, but also refer to the other children\u2019s intentions, and that the
\nresponses from the teachers can help lead children to think by themselves and
\nunderstand the importance of norms. Based on the results of this study, further
\nanalysis of changes due to age, time period, and teachers\u2019 responses are
\nnecessary.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> pre-school children,  <\/span><\/span>norms<\/span><\/span>,
\n <\/span>relationships<\/span><\/o:p><\/b><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

—————–<\/o:p><\/span><\/p>\n<\/div>\n



\n<\/span><\/p>\n

<\/p>\n

Maiko Hirano,Toshiko
\nKobayashi<\/span>.  <\/span>Children Interacting with Objects during Clean-up Time at a Kindergarten,
\nwith Attention Paid to Property and Common Property<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(1<\/span>)<\/b>,
\n43-54<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This study aims to elucidate
\nexperiential content in a clean-up scene by looking at how children interact
\nwith objects. We observed a three-year-old boy in the scene for a year and
\nrecorded it. The episodes were analyzed in terms of property and common
\nproperty. In the clean-up area, the child returned to common property those
\nthings he had played with: things he had possessed, selected, and\/or used to
\nbuild something. This was a rich experience in that the child was able to
\nexperience the enjoyment of possession and\/or attachment to things and then by
\nhis own volition to dismantle those things and return them to common property.
\nAn additional signifi- cance of clean-up time became clear: it is a situation
\nin which children may practice understanding the inten- tions of others based
\nupon the things those others create<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> clean-up scenes,  <\/span><\/span>possession<\/span><\/span>,  <\/span>collective
\npossession<\/span>,  <\/span>attachment to objects<\/span>,  <\/span>other
\nchildren\u2019s intentions<\/span><\/o:p><\/b><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

—————–<\/o:p><\/span><\/p>\n<\/div>\n



\n<\/span><\/p>\n

<\/p>\n

Michiko Ishii,Sonoko Egami<\/span>.  <\/span>A Case
\nStudy in Determinants for Sympathetic Behavior in Children: From a Comparison
\nof Parents<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(1<\/span>)<\/b>,
\n55-65<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

At the age of two, children
\nbegin to differentiate between themselves and others. This age sees great
\ngrowth in their ability to understand others – an ability related to their
\ncapacity for self-awareness. These developments are connected to their
\nincreasing ability to sympathize. In the current study, we have done a
\ncomparative study of mothers and fathers with the aim of exploring what sort of
\nrelationship brings out sympathetic behavior in two- year-olds. In Part I of
\nour research we made inquiries into the ways affection is shown to children. In
\nPart II we observed the parents and child in a free play scene, as well as in a
\nscene set up to test for sympathy evocation. The results suggested that whether
\nthe child was interacting with the father or mother was not a factor in
\ndisplays of sympathy. Rather the important factors seemed to be the
\nquantitative issue of how much contact the parent has with the child and the
\nqualitative issue of the nature of that contact on a regular basis.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> sympathy<\/span>,  <\/span>two<\/span><\/span>-year-olds<\/span>,  <\/span>care-giver<\/span>,  <\/span>emotional
\nexpression<\/span>,  <\/span>interaction<\/span><\/o:p><\/b><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

—————–<\/o:p><\/span><\/p>\n<\/div>\n



\n<\/span><\/p>\n

<\/p>\n

Gota Matsui, Koji Etchu, Park
\nShinyoung, Sumino Wakabayashi, Reiko Kaji, Minako Yashima,Akira Yamazaki<\/span>.  <\/span>How Do
\nNursery School and Kindergarten Teachers Assess Their Experiences of Early
\nChildhood Education and Care for Children with Special Needs?.<\/span><\/span><\/span><\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(1<\/span>)<\/b>,
\n66-77<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

The purpose of this study is
\nto examine how nursery school and kindergarten teachers assess their experi-
\nences of early childhood education and care for children including those with
\nspecial needs. We interviewed 22 nursery school and kindergarten teachers and
\nanalyzed their narratives. These narratives included the binary op- positional
\nstructure \u201cparticipation\/non-participation\u201d. The result was that there were
\nsome practical suggestions about \u201cevents\u201d, \u201cgroup activities\u201d, \u201cenvironment
\ncreation\u201d and \u201cthe presence of assistant teachers\u201d. In conclusion, the link was
\nreconfirmed between children\u2019s learning and the immutable "watch over them
\n(mimamoru) so they can feel at ease" nurturing style. I submit that a
\nreview of records and debates is necessary to create a cycle for deconstruction
\npractices.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> Nursery School and Kindergarten Teachers,  <\/span><\/span>Special<\/span> Needs<\/span>,  <\/span>Universal
\nDesign<\/span>,  <\/span>Narrative<\/span>, 
\n<\/span>Deconstruction<\/span><\/o:p><\/b><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

—————–<\/o:p><\/span><\/p>\n<\/div>\n



\n<\/span><\/p>\n

<\/p>\n

Yuko Hayashi<\/span>.  <\/span>The
\nSignificance of Contact Books in Relationships between Parents and Caregivers<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(1<\/span>)<\/b>,
\n78-90<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

To clarify the significance
\nof contact books, this study focuses on their description from the perspective
\nof relationships between a caregiver and a parent that determine the quality of
\nthe childcare process. Findings from a qualitative analysis of a year\u2019s entries
\nin one parental contact book confirmed that entries of the parent and the
\ncaregiver increased in scope over time, making possible the following
\nobservations: (1) contact books can serve as a record of the development of
\nmutual understanding between caregivers and parents; (2) the relationship
\nbetween caregivers and parents determines the quality of the childcare process;
\n(3) it is necessary that caregivers share parental recognition and perspectives
\non development; and (4) the need for improving the quality of child- care
\nstructures may be reasonably suggested.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> parents<\/span>,  <\/span>caregiver<\/span><\/span>,  <\/span>contact
\nbooks<\/span>,  <\/span>relationship<\/span>,  <\/span>the
\nquality of process<\/span><\/o:p><\/b><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

—————–<\/o:p><\/span><\/p>\n<\/div>\n



\n<\/span><\/p>\n

<\/p>\n

 <\/o:p><\/span><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

< VOLUME 53, No.1 >   Ryutaro Nishi.  The nursery school teacher theory of Sozo Kurahashi as s …\u7d9a\u304d\u3092\u8aad\u3080<\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"parent":1322,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-2902","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/2902","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/jsrecce.jp\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2902"}],"version-history":[{"count":1,"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/2902\/revisions"}],"predecessor-version":[{"id":2903,"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/2902\/revisions\/2903"}],"up":[{"embeddable":true,"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/1322"}],"wp:attachment":[{"href":"https:\/\/jsrecce.jp\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2902"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}