{"id":2907,"date":"2016-09-05T04:02:02","date_gmt":"2016-09-04T19:02:02","guid":{"rendered":"https:\/\/jsrecce.jp\/wordpress\/?page_id=2907"},"modified":"2016-09-05T04:02:11","modified_gmt":"2016-09-04T19:02:11","slug":"volume-53-no-1-2","status":"publish","type":"page","link":"https:\/\/jsrecce.jp\/?page_id=2907","title":{"rendered":"< VOLUME 53, No.3 >"},"content":{"rendered":"
<\/p>\n

< VOLUME 53, No.3 ><\/o:p><\/span><\/b><\/p>\n

 <\/o:p><\/span><\/p>\n

Akiko Yuasa<\/span>.  <\/span>The Nature
\nof \u201cCheating\u201d Arising in the Game Playing of Young Children and the
\nTransformation of Consciousness Arising from Mutual Interactions with Friends:
\nEpisode Analysis from Longitudinal Observation<\/span>.<\/o:p><\/span><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(3<\/span>)<\/b>,
\n248-260<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This research focused on \u201ccheating\u201d arising in
\na game with rules, and elucidated behavioral transformative pro- cesses<\/span> from the behavioral records of young children who
\nhad been continuously observed to cheat. How mutual interaction is connected to
\nprimary factors that promote a transformation in the consciousness of the young
\nchildren was examined. We observed that children experience the following four
\nstages: (1) cheating to bring about a desired situation becomes suspected by
\nsurrounding young children due to repetition over a given period; (2) the
\nsurrounding young children question and feel discontent towards the cheating,
\nand begin to point it out; (3) the cheater has this pointed out to them, and
\nhas the opportunity to consider the meaning and consequences of the actions;
\n(4) the cheating behavior transforms gradually, not suddenly.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> cheating<\/span>,  <\/span>four<\/span><\/span>-year-old and five-year-old children<\/span>,  <\/span>game<\/span>,  <\/span>episodic
\nanalysis<\/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

Takafumi Hokii<\/span>.  <\/span>Establishment
\nof Collaborative Activities among Young Children: An Analysis Using the Concept
\nof Mentorship<\/span>.<\/b><\/o:p><\/span><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(3<\/span>)<\/b>,
\n261-272<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This study analyzes the
\nestablishment process of collaborative activities among young children from the
\ndaily social relationships perspective. The activities of five-year-old
\nchildren in kindergarten were qualitatively ana- lyzed using the concept of
\n\u201cmentorship\u201d advocated by Ripley and others. The results were as follows: (1)
\nchildren participate in collaborative activities as a \u201cpeer group\u201d that
\ncomprises of children who are fixed members in the play circle; (2) in peer
\ngroups, even if the goal of that activity is not shared by each child in the
\npeer group, col- laboration is unexpectedly realized based on the interests of
\nother children; and (3) the \u201ccarefree atmosphere\u201d within the peer group makes
\ninteraction easier and leads to continuity in collaborative activities.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> young children,  <\/span><\/span>collaborative<\/span>
\nactivity<\/span>,  <\/span>relationship<\/span>,  <\/span>mentorship<\/o:p><\/span><\/span><\/p>\n

,  <\/span>peer<\/span><\/span><\/span> group<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/b><\/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

Sachie Suizu and Hiroo
\nMatsumoto<\/span>.  <\/span>Kindergarten Teacher Interventions in Peer Conflict among Young Children:
\nwith a Focus on the Role of \u2018Nagomase\u2019 Interventions<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(3<\/span>)<\/b>,
\n273-283<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Th study examined the role of
\nkindergarten teachers’ \u2018nagomase\u2019 interventions during confl among four-year-
\nold children. Such interventions are not direct instructions for conflict
\nresolution but indirect suggestions to the children (e.g. humor, physical
\ncontact & playing). In particular, we focused on peer interactions between
\nchildren and teachers and analyzed these by an interpretive perspective based
\non the observational data from the kindergartens. Th main fi are as follows: 1)
\nsuch interventions during peer confl function to break the ice, so that
\nchildren are encouraged to look back on their confl and recognize their errors;
\n2) such interventions after peer confl func- tion to change the situation, so
\nthat the interventions contribute to children having continued peer interaction
\nafter the conflict.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> early childhood,  <\/span><\/span>peer<\/span>
\nconflict<\/span>,  <\/span>teacher intervention<\/o:p><\/span><\/span><\/p>\n

 <\/o:p><\/span><\/b><\/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

Akari Tanaka<\/span>.  <\/span>Effects of
\nPreschool Teachers\u2019 Refraining from Getting Involved in 3 to 4-Year-Olds\u2019 Emotion-Evoking
\nScenes<\/span>.<\/o:p><\/b><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(3<\/span>)<\/b>,
\n284-295<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

To explore preschool
\nteachers\u2019 roles in child development, this study examined preschool teachers\u2019
\nbehaviors when children stumbled. Data were obtained from naturalistic
\nobservation and interviews. Teachers\u2019 behaviors over the 2-year period
\n(3-year-olds & 4-year-olds) were observed, as were interactions between
\ntwenty-six chil- dren and their teacher at a preschool. Results revealed that
\nthe teacher occasionally refrained from getting in- volved with 4-year-olds out
\nof consideration for the development of the children\u2019s emotions. Additional
\nanalysis of the effects of teachers\u2019 behaviors showed that these behaviors
\ncould be classified under the following types: respecting the children\u2019s
\nfeelings, helping the children to develop their own strengths, and building
\ninterpersonal relationships between the children. I therefore conclude that
\nteachers\u2019 refraining from getting involved enables the children to confront
\ntheir own feelings, and offers them an opportunity to engage in emotional
\nregulation.<\/span><\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> Observational method,  <\/span><\/span>Emotion<\/span>
\nregulation<\/span>,  <\/span>Preschool teacher<\/span>,  <\/span>3 to
\n4-year-olds<\/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

Takako Kawabe<\/span>.  <\/span>What Type
\nof Children\u2019s Play Ensures Development and Growth? : Attention should be Given
\nto the \u201cContext of Play\u201d<\/span>.<\/b><\/o:p><\/span><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2015<\/span>, 53<\/span>(3<\/span>)<\/b>,
\n296-305<\/span>.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

The goal of this report is to
\nshow that when considering child growth and development, it is necessary to un-
\nderstand the cultural practices of play, and not only from a relational
\nperspective.<\/o:p><\/span><\/p>\n

Through cases where they
\ninteract with their surrounding environments, children are able to enhance the
\npo- tential of those environments while creating the theme of the play and
\nnever ceasing to innovate the context of the play. This type of process ensures
\na high-quality type of play. It is important for educators to understand the
\nsubject and context of play and think of how to provide proper support.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Keywords:<\/span><\/b> Play<\/span>,  <\/span>Quality<\/span><\/span> of play<\/span>, 
\n<\/span>Understanding children<\/span>,  <\/span>Subject
\nof play<\/span>,  <\/span>Context of play<\/o:p><\/span><\/span><\/p>\n

 <\/o:p><\/span><\/b><\/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.3 >   Akiko Yuasa.  The Nature of \u201cCheating\u201d Arising in the Game Playing of Yo …\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-2907","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/2907","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=2907"}],"version-history":[{"count":2,"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/2907\/revisions"}],"predecessor-version":[{"id":2909,"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/2907\/revisions\/2909"}],"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=2907"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}