{"id":2904,"date":"2016-09-05T03:57:12","date_gmt":"2016-09-04T18:57:12","guid":{"rendered":"https:\/\/jsrecce.jp\/wordpress\/?page_id=2904"},"modified":"2016-09-05T03:59:15","modified_gmt":"2016-09-04T18:59:15","slug":"volume-53-no-2","status":"publish","type":"page","link":"https:\/\/jsrecce.jp\/?page_id=2904","title":{"rendered":"< VOLUME 53, No.2 >"},"content":{"rendered":"
<\/p>\n

< VOLUME 53, No.2 ><\/o:p><\/span><\/b><\/p>\n

 <\/o:p><\/span><\/p>\n

Ryusuke Ikeda<\/span>.  <\/span>Features
\nof Preschool Teachers’ Understanding of Children in Daily Practice: Analysis of
\nPreschool Teachers’ Reflections on the Interpretation and Evaluation of
\nChildren<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(2<\/span>)<\/b>,
\n116-126<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This study aims to clarify
\nthe features of preschool teachers’ understanding of children, focusing on how
\npre- school teachers interpret and evaluate the children\u2019s characters in daily
\npractice. The data is based on the reflec- tions of two preschool teachers
\nafter their practice.<\/o:p><\/span><\/p>\n

As for results, first, the
\npreschool teachers have a tendency to understand the children in the context
\nthe chil- dren’s development. Second, the preschool teachers’ sense of the
\nchildren’s problems functions as the perspective from which they attemp to
\nunderstand the children. Third, it is suggested that understanding the children
\nim- proves the preschool teachers\u2019 expertise. Such mutual development is a
\nfeature of preschool teachers’ understand- ing children.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> Understanding children,  <\/span><\/span>Understanding<\/span>
\nfor mutual development<\/span>,  <\/span>Reflection<\/span>,  <\/span>Preschool
\nteacher<\/span>,  <\/span>Difficult children<\/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

Hiroshi Hatakeyama<\/span>.  <\/span>Kindergarten
\nTeachers’ \u201cReflection in Action\u201d: Based on their Acts of Recalling<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(2<\/span>)<\/b>,
\n127-137<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

The purpose of this study is
\nto clarify the contents and processes of "reflection in action" when
\nkindergarten teachers associate with a child. Semi-structured interviews were
\nconducted with kindergarten teachers (N=5). Linguistic data from interviews
\nwere analyzed using the Grounded Theory Approach. As aresult, "Reflection
\nin action" is a process involving three steps. The first step is
\n"judgment concerning support," the next step is "evalu- ation of
\nthe results of the support," and the last step is "determining the
\nneed for re-support and performance." It was also revealed that the
\ncontent to be considered in each stage are the "child’s needs and
\nsituation."<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> kindergarten teachers<\/span>,  <\/span>reflection
\nin action<\/span>,  <\/span>judgment concerning support<\/span>,  <\/span>evaluation
\nof the results of the support<\/span>, 
\n<\/span>determining the need for re-support and
\nperformance<\/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

Miwako Amano<\/span>.  <\/span>Young
\nChildren’s Experiences During \u201cCommunication Experiential Activities\u201d between
\nYoung Children and Junior High School Students: In the Context of Their Lives
\nin Day-care Nurseries and Kindergartens, in What Sort of Scenes do Young
\nChildren Communicate with Junior High School Students?<\/span><\/b><\/o:p><\/span><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(2<\/span>)<\/b>,
\n138-150<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

The purpose of this study was
\nto observe the \u201ccommunication in experiential activities\u201d implemented between
\nchildren and junior high school students at day-care nurseries and
\nkindergartens. Also examined was what sort of experiences children had when
\ncommunicating with students with whom they normally have few opportuni- ties
\nfor contact due to age differences. Analysis was made in four categories,
\nincluding \u201cscenes of free activities,\u201d \u201cscenes of joint activities,\u201d \u201cscenes of
\nbasic daily life,\u201d and \u201cscenes of moving from one activity to another.\u201d We
\nfound that junior high school students are special entities with whom the
\nchildren have no contact in their nor- mal lives and that the way students
\ntreat them is different from the way they treat their teachers and fellow chil-
\ndren. This creates an atmosphere different from that of the children\u2019s daily
\nlives.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> Experience of Young Children,  <\/span><\/span>Communication<\/span>
\nin Experiential Activities<\/span>,  <\/span>Young Children and Junior High School Students<\/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

Akane Kanouchi and Kiyomi
\nKuramochi<\/span>.  <\/span>Junior High School Students’ Experiences Interacting with Younger Children
\nduring Early Childhood Education and Care: From an Analysis of Student
\nNarratives<\/span>.<\/o:p><\/span><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(2<\/span>)<\/b>,
\n151-161<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

The aim of this study is to
\nexamine what junior high school students experience and feel during their
\nexperi- ences in early childhood education and care (ECEC). Two junior high
\nschool students with low self- esteem were subjects for this study. The
\nself-esteem score of one student was higher after the ECEC, and that of the
\nother one was lower. The narratives written by the two students after the ECEC
\nwere analyzed. It was found that the student with the lower score reported more
\nnegative feelings than the student with the higher score. The student with the
\nlower score reported hurtful comments and bad treatment from the younger child.
\nChildren’s behavior is usually a mixture of both good and bad. What is
\nnecessary are lessons for junior high school students, before and after the
\nECEC, which help them understand the meaning of the behavior of younger
\nchildren.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> Experience in Early childhood
\neducation and care,  <\/span><\/span>Kindergarten<\/span><\/span>,  <\/span>Junior
\nhigh school students<\/span>,  <\/span>Self-esteem<\/span>,  <\/span>Home
\neconomics<\/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

Mihoko Abe<\/span>.  <\/span>Practical
\nStudy on the Effect of "PANPS Consultation" (Consultation for
\nProactive Approaches of Nursery Teachers towards Problem Solving) for the
\nImprovement of Behavior in Children with Special Needs: Development and
\nUtilization of the "Behavior Analysis and Support Form\u201d<\/span>.<\/o:p><\/span><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(2<\/span>)<\/b>,
\n162-173<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

The purpose of this study is
\nto examine, by means of a practice case, the effects of "PANPS
\nconsultation" on childcare for children with special needs.<\/o:p><\/span><\/p>\n

The participants were five
\nnursery teachers who were struggling with the challenging behavior of a 3-
\nyear-old child suspected of developmental disorder.<\/o:p><\/span><\/p>\n

Through the six consultation
\nsessions that were carried out over 7 months, and by utilizing the \u201cbe-
\nhavioral analysis and support form,\u201d they were able to discuss, create and
\nimplement a support plan for the child by themselves. As a result, the child
\ndeveloped appropriate behavior and challenging behavior was reduced.<\/o:p><\/span><\/p>\n

The results suggest that
\n"PANPS consultation\u201d promotes the acquisition of skills necessary for
\nnursery teachers to proactively improve their nursery care for children with
\nspecial needs.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> Children with special needs,  <\/span><\/span>Itinerant<\/span> consultation
\nservice<\/span>,  <\/span>Childcare consultation<\/span>,  <\/span>Support
\nplan<\/span>,  <\/span>Improvement of childcare expertise<\/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

Maki Kawaguchi<\/span>.  <\/span>Using A
\nSupportive Sheet in Transition Support for Children with Special Needs: Focusing
\non Periods of Transition to School<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(2<\/span>)<\/b>,
\n174-184<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

The purpose of this study is
\nto clarify the nature of the transition support of three children with special
\nneeds. On this occasion, by following the layout of a supportive sheet,
\ntransition was divided into \u201cbefore transition,\u201d \u201cstage of transition\u201d and
\n\u201clate-stage of transition.\u201d The special features of transition support from the
\nperiod of transition were then examined.<\/o:p><\/span><\/p>\n

As a result, the following
\npoints became clear. First, the transition support sheet promoted cooperation
\namong childcare centers, kindergartens and elementary schools. Second, by
\ndividing the periods of transition to school, the characteristics of each
\nperiod were clearly shown. Third, as a way of dealing with parental anxieties
\nconcerning transition to school, it was shown that cooperation with parents is
\nnecessary from the period \u201cbefore transition.\u201d<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> Transition to school,  <\/span><\/span>supportive<\/span>
\nsheet<\/span>,  <\/span>children with special needs<\/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

Takumi Mori, Keiko Nakano,
\nSachiko Sakai and Hiromi Yazawa<\/span>.  <\/span>Consultations
\nin Pre-school Settings: Clarifying Realities and Problems: A Qualitative
\nAnalysis of Interviews with Management and Veteran Pre- School Teachers<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(2<\/span>)<\/b>,
\n185-193<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This study aims to clarify
\nthe realities and problems of pre-school teachers who consult with external
\nexperts. Regarding the realities and difficulties of attending kindergarten
\nconsultations and the methods adopted for child-care practice, interviews were
\nconducted with managers and veteran pre-school teachers who are influential in
\nthe implementation of such consultations. The transcripts of the interviews
\nwere then analyzed.<\/o:p><\/span><\/p>\n

The results indicated the
\nfollowing:<\/o:p><\/span><\/p>\n

1. An ever-present desire for
\nbetter child-care (Realities of the kindergarten)<\/o:p><\/span><\/p>\n

2. A desire for a two-way
\ndialogue with experts using approaches and language appropriate to the context
\nof child-care (Expectations from a consultation)<\/o:p><\/span><\/p>\n

3. More clarification
\nregarding practical discrepancies (Quest for mutual co-operation)<\/o:p><\/span><\/p>\n

4. The frequency of
\nconsultation visits, etc. (Implications for the current approach to
\nconsultation<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> Consultation<\/span>,  <\/span>Kindergarten<\/span><\/span>,  <\/span>Qualitative
\nanalysis<\/span>,  <\/span>Management<\/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

Maki Eto<\/span>.  <\/span>An
\nAnalysis of Preschool Teachers’ Narratives concerning their Relationships with
\nParents : Focusing on Varying Understandings and Differences in Teaching
\nExperience<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(2<\/span>)<\/b>,
\n194-205<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

The purpose of this study is
\nto clarify the differences found in relationships with parents between
\nexperienced teachers and novice teachers. This is achieved by analyzing how
\nteachers talk about parents. Fourteen teachers from private kindergarten were
\ndivided into two groups: those with more than eight years and those with less
\nthan eight years of teaching experience. Their perceptions of parents\u2019 concerns
\nwere compared. A data analysis was performed using M-GTA (Kinoshita, 2007). It
\nshowed that preschool teachers\u2019 years of experience affect how they talk about
\nparents, and it was also clear that their understanding of parents changed.
\nHowever, this analysis also includes the experiences of preschool teachers
\nthemselves as parents, so the approach from the par- ents\u2019 side needs greater
\nfuture examination in terms of relationship building.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> Preschool teacher,  <\/span><\/span>Parents<\/span><\/span>,  <\/span>Relationships<\/span>,  <\/span>Years of
\nteaching experience<\/span>,  <\/span>Understandings<\/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

Tomoko Miyamoto and Haruyo
\nHujisaki<\/span>.  <\/span>Longitudinal Study of Fathers’ Narrations after Participating in Childcare
\nActivities : The Expansion of Fathers’ Horizons Brought about by Participating
\nin their Children\u2019s Lives in the Nursery<\/span>.<\/o:p><\/span><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(2<\/span>)<\/b>,
\n206-217<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

The purpose of this study is
\nto analyze the narrations of fathers during a group meeting held after they had
\nparticipated in childcare activities. This was done in order to learn how
\nfathers think about child-rearing. The fa- thers, who have child attending the
\nnursery, participate in childcare activities every year, after which they attend
\na group meeting. By analyzing the narrations of a total of 80 fathers who
\nparticipated in the childcare activities from year 20XX to 20XX+3, the
\nfollowing words\/subjects were found in the fathers\u2019 narrations of their experi-
\nences: <children>, <nursery>, <oneself>, <wife>.
\nAdditionally, their narrations differ based upon the age at which their child
\nentered the nursery and the number of years they themselves have participated
\nin the childcare activi- ties.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> nursery<\/span>,  <\/span>participate<\/span><\/span> in childcare activity<\/span>,  <\/span>fathers\u2019
\nnarrations<\/span>,  <\/span>longitudinal study<\/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

Ayumi Ohno<\/span>.  <\/span>Trends in
\nEarly Childhood Education Visible in Sweden’s Care Reform : With a Focus on the
\nRelationship Between the ECEC System and the Welfare State<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(2<\/span>)<\/b>,
\n220-235<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This research focuses on
\nSweden’s early childhood education and care reform. In particular it
\nconcentrates on the period between 1972 and 2011, i.e. from the unification of
\nnursery school and kindergarten education until the revision of the national
\npreschool education curriculum. Trends during this period are analyzed from the
\npoint of view of the relationship between the ECEC system and the welfare
\nstate. It is suggested that since the 1930s, Sweden, as a welfare state, has
\npushed forward a policy aimed at guaranteeing the public availability of high
\nquality, democratic early childhood education and care. During the years that
\nintervened, early childhood issues shifted from parenting support to school
\neducation in policy. During this period, the meaning of early childhood care
\nchanged from being a social welfare system aimed at population growth to being
\na new education system. This new education system seeks to create human capital
\nwhich is considered the foundation of the wel- fare state.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> Early Childhood Education and Care Reform,  <\/span><\/span>Sweden<\/span><\/span>,  <\/span>Trends<\/span>,  <\/span>ECEC
\nSystem<\/span>,  <\/span>Welfare State<\/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","protected":false},"excerpt":{"rendered":"

< VOLUME 53, No.2 >   Ryusuke Ikeda.  Features of Preschool Teachers’ Understanding of C …\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-2904","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/2904","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=2904"}],"version-history":[{"count":2,"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/2904\/revisions"}],"predecessor-version":[{"id":2906,"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/2904\/revisions\/2906"}],"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=2904"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}