{"id":4024,"date":"2019-06-03T15:14:56","date_gmt":"2019-06-03T06:14:56","guid":{"rendered":"https:\/\/jsrecce.jp\/wordpress\/?page_id=4024"},"modified":"2019-06-05T21:07:07","modified_gmt":"2019-06-05T12:07:07","slug":"volume-56-no-2-2","status":"publish","type":"page","link":"https:\/\/jsrecce.jp\/?page_id=4024","title":{"rendered":"< VOLUME 56, No.3>"},"content":{"rendered":"
\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Hiroshi Hatakeyama<\/span><\/span>\u3000<\/span> Understanding of the Situation by the Frame of the
\nTeacher<\/o:p><\/span><\/b><\/p>\n

in the Free Play Scene and the
\nRelation to Children <\/span><\/b><\/o:p><\/span><\/b><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 9-20.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

The purpose of this research
\nis to clarify what kind of frame the preschool teacher uses to understand the child’s
\nbehavior and correspond to the child in free play. Relationship with the
\nchildren of three preschool teachers in free play was recorded on video. Then,
\na semi – structured interview was held with the preschool teacher. As a result,
\nthe following three points were shown.<\/o:p><\/span><\/p>\n

(1) The teacher constituted
\nthe problem from the situation with the frame, the teacher then responded to
\nsolve the problem.<\/o:p><\/span><\/p>\n

(2) The teacher constituted
\nmultiple problems from one situation with multiple frames.<\/o:p><\/span><\/p>\n

(3) The teacher\u2019s frame was
\ninfluenced by expectations and wishes based on the children\u2019s understanding and
\ndevelopmental view.<\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>frame, constitution of the problem, preschool teacher<\/o:p><\/span><\/p>\n



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

 <\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Matsuka<\/span><\/span> Koga<\/span>\u3000<\/span>Quality
\nof Childcare for One-Year-Olds and Children\u2019s Conflict<\/span><\/b><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 21-32.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This study examines how operational quality of childcare for
\none-year-old children is associated with conflicts such as physically
\naggressive behaviors. A questionnaire on operational quality and childcare
\nschedules was ad- ministrated<\/span> to all authorized
\nnursery centers in Z prefecture.<\/span><\/p>\n

Conflicts increase when children arrive at nursery centers and leave
\nfor home, and activity time is around 10AM. The number of children per nursery
\nteacher during the month of April and the type of free play activity also
\naffected incidents. Conflicts increased when nursery teachers left to assist
\nchildren at toilets. It is effective to delay shift changes at peak times when
\nchildren arrive and leave during the first half of the year. It is important to
\nimprove teacher-child ratios to enable children to do independent activities
\nand receive attentive support.<\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>quality of
\nchildcare, operational quality, childcare for one-year-old, childcare schedule,
\nconflict of children<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><\/o:p><\/span><\/p>\n



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

 <\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Tokushi Okura<\/span>\u3000<\/span>How Does Alternation of
\nChildcare Providers Affect Childcare Quality and Children?<\/o:p><\/span><\/b><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 33-44.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Japan currently promotes the marketization of early childhood education
\nand care (ECEC) to meet increas- ing demand, and some local governments are
\nrapidly privatizing public childcare centers. Consequently, childcare centers
\nconsigned to corporations providing services at lower cost are increasing. How
\ndoes such alternation of providers affect childcare quality and children
\nseparated from familiar caregivers? This case study describes de- clining
\nquality of childcare services in a public hospital outsourced to private
\nenterprise, demonstrating that it negatively influences children\u2019s emotional
\nstability. This paper concludes that childcare quality assurance requires the
\nextension of contract periods; the regulation of the price of outsourcing; the
\nclarification of new and previous providers\u2019 obligations; and improvement of
\ncaregivers\u2019 wages.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>quality of childcare, alternation of providers, structural
\nquality, attachment, case study<\/o:p><\/span><\/p>\n



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

 <\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Minako Masuyama <\/span>\u3000<\/span>The Impact of Wage Levels on
\nNursery Teacher Shortages:Focus on Policy Trends in Japan and Previous Research
\nin the U.S. and the U.K.<\/span><\/b><\/o:p><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 45-55.<\/span><\/o:p><\/span><\/b><\/p>\n

 <\/o:p><\/span><\/p>\n

This paper aims to analyze to
\nwhat degree wage levels cause nursery teachers shortages focusing on government
\npolicy trends in Japan and previous research in the U.S. and the U.K. Recently,
\nthe Japanese government has promoted the unification of kindergartens and
\nnursery schools, and their staff\/teacher qualifications have been
\ninterchangeable under special measures. In this paper, the analysis of national
\nwage survey suggests that the wage level of nursery teach- ers is lower than
\nthat of kindergarten teachers and several other medical or social welfare
\nprofessionals, while nursery teachers\u2019 educational levels have increased during
\nthe past 30 years. Finally, this paper refers to the importance of re- search
\naccumulation regarding the relationship between the quality of nursery schools
\nand their teachers\u2019 wage levels.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>unification of kindergartens and nursery schools, nursery
\nteacher shortages, wages of nursery teachers, quality of ECCE, Laspeyres index
\n<\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Makiko Obi<\/span>\u3000<\/span>An Attempt of \u201cNew Early
\nChildhood Education\u201d at the Kindergarten Attached to Chiba Normal School after
\nthe Enactment of the School Education Law<\/span><\/b><\/o:p><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 58-69.<\/span><\/o:p><\/span><\/b><\/p>\n

 <\/o:p><\/span><\/p>\n

This study aimed to identify the characteristics of the \u201cNew Early
\nChildhood Education (1947),\u201d developed and practiced at the Kindergarten
\nattached to Chiba Normal School, after the enactment of the School Educa- tion
\nLaw, based on the available practical materials. The results highlighted the
\nfollowing three characteristic aspects of the \u201cNew Early Childhood Education\u201d:
\na focus on and embodiment of \u201cappropriate environments\u201d provided in the School
\nEducation Law; the structure of daily lives based on the voluntary activities
\nof children, induced in relation to environments; and the adoption of care and
\neducation forms that ensure adequate develop- ment of children\u2019s voluntary
\nactivities and reconstruction of the \u201cguiding child care theory,\u201d attempted at
\nthe kin- dergarten since before the war.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>Kindergarten Attached to Chiba Normal School, <\/span>\u201c<\/span>New Early Childhood Education<\/span>\u201d<\/span>, <\/span>\u201c<\/span>Appropriate Environments<\/span>\u201d<\/span>, Yudo-Hoiku (guiding child care theory), care and education forms.<\/o:p><\/span><\/p>\n



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

 <\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Tomo Nomura<\/span>\u3000<\/span>A Traced History and
\nContemporary Problems of Childcare Studies on \u201cChildren Concerned\u201d<\/span><\/b><\/o:p><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 70-80.<\/o:p><\/span><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Making a summary of historical changes in the studies of child care and
\neducation with \u201cchildren concerned\u201d which means \u201cchildren in need of some
\nspecial attention\u201d, this study is trying to research the contemporary prob-
\nlems in this field. In the postwar period, these children and handicapped ones
\nhad been regarded as \u201cproblem children\u201d. With the institutionalization of care
\nand education for handicapped children, however, some children without any
\nhandicaps have been marked as \u201cchildren concerned\u201d. In cooperation with the
\npolicy for promoting the education of handicapped children, the studies on
\nthese \u201cchildren concerned\u201d in relation to developmental disorders have markedly
\nincreased in number. This study indicates the necessity of creating group child
\ncare and education including \u201cchildren concerned\u201d to make development by
\nthemselves all together.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>children concerned, inclusive care and education for the
\nchildren, group setting, developing individual<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

\u00a0<\/span>

\n<\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Yasunori Kashiwagi<\/span>\u3000<\/span>The Early Childhood Education
\nof J\u00fcrgen Moysich before Babyklappe: Anti-Authoritarian Education and Education
\nafter Auschwitz in Germany<\/o:p><\/span><\/b><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 81-91.<\/o:p><\/span><\/b><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This study aims to analyze
\nJ\u00fcrgen Moysich\u2019s thoughts and his practices before his idea of Babyklappe (baby
\nbox) in 1999 and to describe the dynamism of his thought related to the early
\nchildhood education in Germany. His main works are published exclusively in the
\nnineties, those contexts belong to seventies and eighties pedagogy in Germany,
\nespecially \u201cprogressive education\u201d and \u201canti-authoritarian education\u201d. However,
\nin the nineties he was interested in the issue of \u201ceducation after Auschwitz\u201d
\nput forward by Theodor W. Adorno and had radically car- ried out his own early
\nchild care and education. The results suggest that there is a concept of
\nanti-authoritarian pedagogical mediation coherently in the heart of his
\nthought, and that his idea of Babyklappe should be inter- preted in this
\ncontext.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>Babyklappe, SterniPark, anti-authoritarian education,
\neducation after Auschwitz, pedagogical mediation.

\n<\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Aiichiro Sakai<\/span>\u3000<\/span>A Preschool Teacher\u2019s
\nPerception of School Buses and their Potential as an Early Childhood Care and
\nEducation Environment<\/o:p><\/span><\/b><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 92-102.<\/span><\/o:p><\/span><\/b><\/p>\n

 <\/o:p><\/span><\/p>\n

The purpose of this research is to clarify the teacher\u2019s perception of the
\nwork on the school bus and the behav- ior of the children that ride the school
\nbus through an interview of the preschool teacher as a rider on the school bus.
\nAdditionally, the characteristics of the school bus as an early childhood care
\nand educational environment will be considered. Through the qualitative
\nanalysis of the interview data, various considerations of teachers con- cerning
\nthe rewards and\/or dissatisfaction regarding their work were revealed.
\nAdditionally, it was learned that on school buses, children shared their
\nexperiences from their classes and homes, resulting in relationships called
\n\u201cbus groups.\u201d In these groups, children shared their customs and cultures with
\npeers of different ages. However, teach- ers do not necessarily recognize
\nschool buses as ECCE environments.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>school bus, teacher<\/span>\u2019<\/span>s perception, school buses as ECCE environments

\n<\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Yumi Yodogawa<\/span>\u3000<\/span>5-6-Year-Olds\u2019 Perception of
\ntheir Mealtime Experience in ECEC Settings: Analysis of Drawings and Interviews
\nof Children<\/o:p><\/span><\/b><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 103-114.<\/o:p><\/span><\/b><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This study aimed to clarify how 5-6-year-old children perceive their
\nmealtimes at their ECEC institutions. 36 children from three institutions
\nparticipated in this study. Each pair of children were asked to draw their
\nmeal- time experience while being interviewed. The content of their drawings
\nwere: 1) detail of meal; 2) meal place en- vironment; 3) procedure of mealtime;
\nand 4) their friends. The analysis showed that children, from the institutions
\nwhere they have school lunch and decide by themselves how much they eat, drew
\nrice, main, side dishes, and soup, which indicates that they recognized clearly
\nwhat they had eaten. Also the children who participate in preparing meals and
\ntidying up, understood well the procedures of mealtimes. It was suggested that
\nchildren who show little interest in meals did not produce many drawings needed
\nsome support for eating.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>children<\/span>\u2019<\/span>s perception, drawings,
\nchildren<\/span>\u2019<\/span>s autonomy, interest in
\nmealtimes

\n<\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Chizuko Tatemoto<\/span>\u3000<\/span>Basic Research into Infants\u2019
\nChanges in Heart Rates at the Time of Hearing their Mothers\u2019 Heart
\nBeats:Possibility of Childcare Practice from a Viewpoint of Sense of Security<\/o:p><\/span><\/b><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 115-125.<\/span><\/o:p><\/span><\/b><\/p>\n

 <\/o:p><\/span><\/p>\n

The purpose of this research was to clarify by heart rate how infants
\nrespond to their mothers\u2019 heart beats by focusing on a sense of security. I
\nmeasured a heart rate of 33 infants from 38.0 months to 74.0 months through
\nhearing activity, hearing silence, mothers\u2019 heart beats sounds, and a music box
\nsound. As a result, it was revealed that the mothers\u2019 heart beat sound,
\nespecially reduce the heart rate below the other sounds (silence or the music
\nbox). In this case, it was remarkable that hearing mothers\u2019 heart beats,
\nespecially decreased heart rates rather than silence. From the above results, I
\nconsidered the effectiveness of mothers\u2019 heart beats in infants\u2019 places of
\ndevel- opment and showed the possibility of childcare practice.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>mothers<\/span>\u2019<\/span> heart beat sounds, hearing ,
\ninfants, sense of security, heart rate

\n<\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Hisami Haraguchi and Takashi
\nOtani<\/span>\u3000<\/span>Collaboration with Psychological Professions from Nursery
\nTeachers\u2019 Perspectives: Focusing on Changes in Childcare Experiences and their
\nRelationships<\/span><\/b><\/o:p><\/span><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 126-136.<\/span><\/o:p><\/span><\/b><\/p>\n

 <\/o:p><\/span><\/p>\n

This study aims to clarify collaboration with psychological professions
\nfrom nursery teachers\u2019 perspectives. The authors interviewed 6 nursery teachers
\nthat had different amounts of experience. Qualitative data was analyzed using
\nSteps for Coding and Theorization.<\/o:p><\/span><\/p>\n

As a result, different perspectives for psychological professions were
\nindicated by years of experience. Novice teachers perceived the psychological
\nprofession as a \u201cteacher\u201d who teaches psychology in school. As they experi-
\nenced collaboration with psychological professions, collaboration was done
\nclosely. Experienced teachers internal- ized the viewpoint of psychological
\nprofessions and understood children closely psychologically. In conclusion,
\nnursery teachers\u2019 changes of perspectives for psychological professions were
\nshown. Better collaboration was dis- cussed.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>nursery teachers, psychological professions, collaboration,
\ndifference of expertise, Steps for Coding and Theorization

\n<\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Miki Yuzawa , Harutomo Ueda ,
\nKeita Irie and Tomoyo Katahira<\/span>\u3000<\/span>A Description of the Learning
\nProcess through Four Years at a Nursery School and Kindergarten Teachers\u2019
\nTraining Course: How Did Students Learn to <\/span><\/b><\/o:p><\/span><\/p>\n

be Narrators about Episodes<\/o:p><\/span><\/b><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 137-148.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This study described learning processes until the students became
\nnarrators of episodes through four years at a nursery school and kindergarten
\nteacher training course. In study one, four fourth-year university students
\ntalked about episodes concerning early childhood care and education. Findings
\nare as follows: 1) In the first year, they learned the episodes from university
\nteachers; 2) In the second year, they felt it difficult to find episodes while
\nwatching children at nursery school and kindergarten; 3) In the third year,
\nthey began to understand how they should capture episodes; 4) In the fourth
\nyear, they became narrators about episodes by professional points of view.
\nThese results are supported by reviewing the portfolios of the students and
\nquestionnaires about episodes for 270 students in Study two.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>professional development, episode, university students,
\nnursery school and kindergarten teacher training

\n<\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Maki Eto<\/span>\u3000<\/span>Experiences that New
\nPreschool Teachers Build with Parents:A Focus on Narrative Transformation
\nProcess about Difficulty Communicating with Parents<\/span><\/b>\u3000<\/span> <\/o:p><\/span><\/b><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 149-160.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This research assessed narratives to examine the transformation process of
\nnew preschool teachers building re- lationships with parents. Two private
\npreschool teachers with one year of experience were included. The data were
\nanalyzed using M-GTA. Upon examining the relationship transformation process
\namong new preschool teachers, the following considerations were raised: 1) New
\nteachers\u2019 comments regarding relationships with parents could\u00a0 <\/span>be divided into three periods: when teachers
\ndid not know what to say, when teachers did not know how to reply, and when
\ntwo-way conversations were attained; 2) The presence of other teachers allowed
\nnew teachers to receive support in dealing with parents, but it also led new
\nteachers to have feelings of inexperience and inadequacy; and 3) New teachers\u2019
\nnarratives to parents changed depending on the age of children.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>new preschool teachers, parents, difficult experiences,
\nbuilding relationships, narrative transfor- mation process

\n<\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Yoshimi Takahata, Tomoko Nasukawa
\nand Kumiko Isono<\/span>\u3000<\/span>Parental Support and Transformation in the Intersubjectivity
\nin Play of Children up to Two Years Old: Episodes in the Childcare Support Room<\/o:p><\/span><\/b><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 161-173.<\/o:p><\/span><\/b><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This study examines intersubjectivity in play among children up to two
\nyears old and its relationship with parental support. An analysis of 155
\nreports using the KH Coder software confirms that intersubjectivity in play
\nchanges according to the interest of the subjects as well as their age and
\ntheir acquisition of physical movement. Analysis of the co-occurrence network
\nclearly shows the parents\u2019 relationships with children\u2019 play changes with the
\nage of the child. Parental support changes when seeing the child is immersed in
\nhis\/her favorite play. This result suggests suitable childcare support room
\nmethods for children and parents.<\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>Children up to two year olds, intersubjectivity play, parents<\/span>\u2019<\/span> relationship, childcare support, KH Coder

\n<\/o:p><\/span><\/p>\n

< VOLUME 56, No.3><\/o:p><\/span><\/b><\/p>\n

Wanchien<\/span><\/span> Huang, Yuko Yamana<\/span>, Tomomi Sakakibara<\/span> and Mika Wada<\/span>\u3000<\/span>Children\u2019s Language Use in
\na Multicultural Kindergarten: Focusing on 5-Year-Olds\u2019 Code Switching<\/span><\/b><\/p>\n

Research on Early Childhood
\nCare and Education in Japan<\/span><\/i>, <\/span>2018, 56(3)<\/span>, 174-185.<\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

This study aims to find how the children who grow up in a
\nmulticultural environment communicate with other people surrounding themselves
\nduring the new-language-learning process, and to clarify the situations when
\nchildren switch between languages, especially under what circumstances and how
\noften the children interact with others in different languages in multicultural
\nkindergartens.<\/span><\/p>\n

We observed eight children who were playing in a Chinese language
\nkindergarten in Japan. The results showed that the Chinese-Japanese bilingual
\nchildren usually take a more proactive stance on language switching rather than
\npassive responding. Furthermore, they managed to switch to their dominant
\nlanguage when they didn\u2019t know an appropriate word in the other language in the
\nkindergarten. The results that have been indicated by adult speakers in related
\nresearch are confirmed in our study.<\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

 <\/o:p><\/span><\/p>\n

Key Word<\/span><\/b>\uff1a<\/span>code-switching,
\nmulticultural kindergarten, everyday conversations<\/span><\/o:p><\/span><\/p>\n

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

< VOLUME 56, No.3> Hiroshi Hatakeyama\u3000 Understanding of the Situation by the Frame of the Teacher in the …\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-4024","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/4024","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=4024"}],"version-history":[{"count":8,"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/4024\/revisions"}],"predecessor-version":[{"id":4050,"href":"https:\/\/jsrecce.jp\/index.php?rest_route=\/wp\/v2\/pages\/4024\/revisions\/4050"}],"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=4024"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}