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大学を核とした子育て支援事業への参加が学生相互の気づきに与える影響\n－異学年集団によるIPU子育て支援事業「わくわくキッズ広場」への参加を通して－
https://doi.org/10.24767/00000320
https://doi.org/10.24767/00000320cdbe1e91-5665-47ac-8a32-58ca58e5e9c6
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
IPU_5_17.pdf (1.4 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2012-03-01 | |||||||||
| タイトル | ||||||||||
| タイトル | 大学を核とした子育て支援事業への参加が学生相互の気づきに与える影響\n－異学年集団によるIPU子育て支援事業「わくわくキッズ広場」への参加を通して－ | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | The participation in child care support project that assumed a university a nucleus is the influence to give to notice of student aspect each other ?Through the articipation in IPU child care support project “WAKUWAKU KID’S HIROBA” by the study class of various grades? | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 子育て支援実践演習 | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 子育て支援プログラム | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 異学年集団授業 | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 気づき | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.24767/00000320 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
古田, 康生
× 古田, 康生
× FURUTA, Yasuo
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | After opening a course in new subject child care support practice I for the purpose of the childminder (childcare person, kindergarten teacher) training that child care support was possible in IPU, the attendance student of the first year was comprised in a group of various grades. Therefore the new class of Support practice I and a plan, the administration of “HIROBA” were developed in the learning group of upper-class students with the experience of childcare training and the student (kindergarten teacher) teaching training and lower-grade students without training experience. Objective：The purpose of this study was to research about “notices” of student aspect each other in the process of the plan and administration of “HIROBA” in the various study grades group Methods：For 35 (23 second graders, six third grader and fourth graders six) childcare students was researched notice by the questionnaire by the free description method. Results：(1) On the childcare student of 35, there were total 73 items, and the total number of the notices was 279. (2) All students could notice something, but there was admitted statistical significant difference in a second grader and the fourth graders a lot of upper-class students. (3) While is with mind about the whole; in student aspect each other noticed, and an item was 63.01%, and there tended to be more second graders than the three or four years student. As for this, a second grader observes the action of the upper-class student, and it is thought that I can discover a self-problem by receiving or direct instruction. (4) “Relation with the child” that there was the most in an item, and 82.61% of second graders replied it. As for this, it is guessed a provided self problem by the comparison between relation and relation of second grader oneself of parent and child and the upper-class student who participated in the HIROBA when I replied it. (5)The number of the items increased as a school year rose. However, the comparison of the item with mind according to the participation frequency of the second grader. I notice so that there is much participation frequency, but I significantly increase, and it is thought that participation experience lays more notices and finding. (6) The negative answer was not seen onlyby an affirmative answer in this investigation. In addition, 91.43% of target students hoped for the participation in HIROBA after the next time and were connected with high sense of purpose not only student aspect each other learned through support practice I, but also to want to keep it alive in the next HIROBA. Conclusion：Learning in the heretical study year is various kinds of notices and finding existence effects and should continue in the future |
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| 言語 | en | |||||||||
| 書誌情報 |
ja : 環太平洋大学研究紀要 en : Bulletin of International Pacific University 巻 5, p. 135-142, 発行日 2012-03-01 |
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| 出版者 | ||||||||||
| 出版者 | 環太平洋大学 | |||||||||
| 言語 | ja | |||||||||
| 出版者（英） | ||||||||||
| 出版者 | International Pacific University | |||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 1882-479X | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA1230704X | |||||||||
| 権利 | ||||||||||
| 言語 | ja | |||||||||
| 権利情報 | 環太平洋大学 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 日本十進分類法 | ||||||||||
| 主題Scheme | NDC | |||||||||
| 主題 | 370 | |||||||||
| 日本十進分類法 | ||||||||||
| 主題Scheme | NDC | |||||||||
| 主題 | 590 | |||||||||
| 見出し | ||||||||||
| 言語 | ja | |||||||||
