Analysis of Behaviors of Parents Surrounding Infants During Large-Scale Earthquake Disaster (original) (raw)

巨大地震への対応にみられる親子関係： 子別れの観点からの検討

発達心理学研究, 2010

This research analyzed the immediate reactions of 315 children (176 boys, 136 girls; 166 first-born) aged 0-16 years (mean=6.1, SD=2.4) to a major earthquake in January 1995 that killed more than 6,400 people. It examined children's ability to avoid hazards from sudden natural disasters. The earthquake onset was at 5:46 AM; 75.2% of the children were reportedly asleep in the same room with their parent(s) at the moment and 10.5% were alone. Parents were surprised by the earthquake, but many children's reactions were much weaker. About 30% of them reported little or no surprise, and even slept through the moment. Younger children had less of a reaction, and a frightened reaction was more notable after 7 years of age. Parents' typical reaction was to make bodily contact by embracing or lying over their children, and many grasped the hands of older children. The reactions of the children and parents were interpreted as developmental indicators of children's autonomous c...

Types of Messages to Outside Teachers from the Early Childhood Education and Care Conferences : Examination of the Possibilities of Network Construction with the Hiroshima University Attached Kindergarten and Neighboring Areas

2014

本研究の目的は,次の通りである。(1)広島大学附属幼稚園が実施するSICSの理念に基づく保育カンファレンスは,他の保育園の保育者に対して何をもたらすのかについて検討する。(2)広島大学附属幼稚園と外部の保育者が共に学ぶためのネットワーク構築の在り方について検討する。 本研究では,調査協力者として,A保育園における4名の保育者を対象に,グループ・インタビューを実施した。研究方法として,大谷(2011)による質的データ分析法を用いた。 研究の結果,次の点が見出された。(1)他の保育園の保育者は日頃,子どもの気持ちを理解することに困難を感じていた。(2)そうした保育者にとって,保育カンファレンスは,子どもの気持ちを理解する方法論を提示するとともに,保育観の再発見をもたらした。(3)保育カンファレンスは,外部の保育者と広島大学附属幼稚園の保育者が共に学び合うためのネットワーク構築に寄与していた。The purposes of this study are as follows: (1) to examine what early childhood education and care conferences based on the idea of SICS by the Hiroshima University Attached Kindergarten bring to the teachers of other daycare centers, and (2) to examine network construction between two groups of childcare professionals to learn together. The participants in this study are four teachers from a day care center; we conducted a group interview and performed qualitative data analysis (Otani 2011) on the participants' narratives. The results of this study are as follows: (1) the teachers regula...

Emotional Labor as an Early Childhood Teacher Strategy : From the Analysis of a Class of Three-Year-Old Kindergarten Students

2011

The purpose of this study is to discuss professionalism in early childhood education and care, as seen in classroom practice related to three-year-old students, with the examination focusing on the following points : (1) we clarify emotional labor as the early childhood teaching strategy ; and (2) we compare the elementary school teacher and the early childhood teacher in terms of the emotional labor strategy. For the methodology, we used a video camera to collect episodes of the emotional labor strategy being used in early childhood teaching, and then examined each one. The results of the study are as follows : (1) the main classroom teacher smiled and intentionally expressed emotions during "circle time," controlling the young children through proper emotional expression ; (2) the sub-classroom teacher developed a relationship with each child by not expressing her intentions directly ; and (3) while each other's opinions made a difference, the school nurse and the su...

How Do the Kindergarten Teachers Behave for In-School Staff Development Utilizing the KJ Method?

2016

The purpose of this study was to examine the behavior of kindergarten teachers during an in-school staff development training program utilizing KJ method. The study focused on the nature of the verbal interaction between individual teachers. The study also examined how kindergarten teachers respond to criticism and comments from their colleague. We elicited feedback from the kindergarten teachers via an interview designed to examine their behavior. The SCAT method of qualitative analysis was used to decode the implicit meanings in the feedback data on a step-by-step basis. The study found that, firstly, kindergarten teachers were not retentive when presenting, asking questions, and giving opinions. This behavior pattern contradicted the social stigma against the offering of one’s opinion and contributed to a sense of security that was conducive to the eliciting of further opinions. Secondly, the kindergarten teachers exhibited behavior that was very accepting of the opinions of othe...