Title幼児期における規範意識醸成のための指導指針の具体性に関する考察 -米国のハイスコープ就学前教育カリキュラムに着目して-

Author(s) 西川, 潤

Citation 教育行財政論叢 = Reviews in Educational Administration andFinance (2017), 14: 27-39

Issue Date 2017-03-31

URL http://hdl.handle.net/2433/228112

Right

Type Departmental Bulletin Paper

Textversion publisher

Kyoto University

1

HighScope Educational Research Foundation 1962RCT

401 1997 EPPSE Effective

Pre-School, Primary and Secondary Education16 2

7.16

3

4 23

A5

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2

HighScope Preschool Curriculum

(2016)6

(2006)7

1

( ) ( )( ) 8

9

1-1

20

1020

10

13

11

－28－

3

1

11

12

1

210

－29－

4

1-2

20

11

216

1-3

－30－

5

2

2-1

1970P 12 1950

1962 13 Approaches to learning

Social and emotional development Physical development and health Language, literacy, and communication

Mathematics Creative arts Science and technologySocial studies

Key Developmental Indicator KDI51

No.7 15 9 7. Self identity 8. Sense of competence 9. Emotions 10.

Empathy 11. Community 12. Building relationship 13. Cooperative play 14. Moral development

15. Conflict resolution 14. 14

－31－

6

2

encouragement

High Scope Education Research Foundation, How We Teach .

[http://www.highscope.org/Content.asp?ContentId=171] 2017 2 7

observe acknowledge 15

encourage 16

2-2

KDI

－32－

7

1

－33－

8

3

－34－

9

vs

Ann S. Epstein. “Social and Emotional Development”. Highscope® Press. 2012, p.104.

Ideas for Scaffolding KDI

Scaffolding

3

－35－

10

KDI 51

－36－

11

10

17

1 Schweinhart, L., Montie, J., Xiang, Z., Barnett, S., Belfield, C and Nores, M., The High/Scope Perry Preschool Study Through Age 40, 2011, High/Scope® Educational Research Foundation , pp.1-2. 2

13 2016 55-68 3 4 2013

－37－

12

5 28 A

6

25 2016 65-83 7 :

2006 8 9 [http://www8.cao.go.jp/shoushi/kodomoen/gaiyou.html] 201719 10 65 11 2015 12 HighScope Educational Research Foundation, “About Us”. [http://www.highscope.org/Content.asp?ContentId=761] 2017 20 13 P. J.

16 19969-17 14 Ann S. Epstein. “Social and Emotional Development”. Highscope® Press. 2012. 15 acknowledge

16 encourage

17 2016[http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/057/siryo/attach/1373429.htm] 2017

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The Study of Concreteness of Preschool Teaching Guidelines for Nurturing the Normative Consciousness: Focusing on HighScope

Preschool Curriculum

NISHIKAWA, Jun

This paper examines the favorable concreteness of teaching methods for nurturing the normative consciousness in early childhood. "Course of study for Kindergarten" in Japan and HighScope Preschool Curriculum in the U.S. are picked up as main objects.

In the Japanese national preschool guideline, two areas, Human Relationship and Environment, cover to some extent normative consciousness. As original guideline is very simple and has abstract and vague description, additional "Manual" serves as the actual guideline for instruction. While "Manual" explains some works of preschool teachers, they still lack the clarity.

On the other hand, the HighScope divides the objects of early childhood education into 8 areas and 51 sub items (Key Developmental Indicator: KDI). The normative consciousness is treated in one of 51 KDIs named "Moral Development".

Although the direction of the HighScope curriculum isn't much different from that of Japanese guidelines, it puts a lot of thoughts into helping teachers understand the essence of the curriculum. For example, it includes four important elements of teaching strategy, explanations of actual conversation and a comprehensive table.

The Characteristics of preschool education doesn't always need excessive details and tends to leave much to teachers. It is necessary, however, for Japanese guidelines to have the concreteness like the HighScope to prevent regional disparities.

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