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Caring and dialogue between children and the world:The developmental processes of play
Keiko Iwata ( Tamagawa University )
Kumiko Udagawa ( Sagami Women’s University )
Hiroko Hayashi ( St Margaret’s Junior College )
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2014 ISCAR
Words of Kindergarten teachers
I am encouraged by children, and I am healed by the smile of a child. I am taught by a child and brought up by a teacher. Children are great. They are interesting. There is discovery and surprise every day.
In childcare, there are problems and a series of embarrassments every day
But
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Interactivity of the “care" in childcare①
A teacher does more than take care of a child; the teacher and child also have an interactive, caring relationship.A child is the beginning of care of the teacher.
Sense of Wonder3
Child Teacher
My viewpoint when I observe "play" Do children play or not? If they play with “someone“, this is an
important point My field notes Teachers Parents
Viewpoints focus on relationships with people If a relationship is with a thing, it is difficult to
view related conversation as "play"
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The world that a child takes care of
Listen to the object and the voice in the object
Interactivity of the "care" in childcare②
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objectperson
CHILD
The world that a child cares about
listening to the world in which the child cares
Listen to the object and the voice in the object
objects
Taking care of the world that a child performs "care" of
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people
Child
Teacher
Caring (Noddings, 1984, 2005)
The basic caring relation is an encounter Mature relationships are characterized by mutuality
The carer is characterized by engrossment, receptive, motivational displacement
One who is cared for is characterized reception recognition, response
Caring for animals, plants, things, and ideas The world of objects and instruments
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The purpose of this study
Understanding the world that children care about We focus on "the relationships between the
child’s objects" How can we form a new understanding of “play”?
Suggestions regarding the ways in which kindergarten teachers care
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Daily life in a Japanese Kindergarten School year: from April to March Age of children: 3–6 years 9:00–14:00
Encouraging children to undertake voluntary activities
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Dialogue with objects in Kindergarten Focused on K’s play in kindergarten K is a boy and often plays with objects
There are bath mats, tires, and large seats in the gardens.
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3-years-old in winter; K and sand :The space that is followed
モモノノobjectspeople
The world that a child cares about12
The relationship between K and the object
K
Other children begin to liken it to a house
objects
Other children in the area in which K relates to objects begin to relate to the same objects
people
There was a house nearby.Was my place too?
objects
Because K was in the same area as other children, he was interested in them
People
Moving various objectsin time for putting in order
objects
After the other children left, K became interested in the objects
people
4-year-olds in autumn :selling acorns
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We are selling acorns.
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Displaying and selling
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objects
Creating the same play with each stance
people
4-year-olds in winter :taking “karuta”
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objects
Separate relationships with one thing
people
5-year-olds in spring :making a house
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objects
Children make use of ideas with each stance
people
FindingsFocusing on the relationships between a child and objects When we value the world of the child who
cares about objects Other children’s worlds begin to make
contact with the world of the child involved in play and begin to be piled up
The fields that value the processes involved in children’s care toward objectsHow do kindergarten teachers support this
point ?
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