@article{oai:ipu.repo.nii.ac.jp:00000475,
 author = {薮田, 弘美 and YABUTA, Hiromi},
 journal = {教職教育研究, Teacher Training Researh of International Pacific University},
 month = {Nov},
 note = {In recent years, the society surrounding children has been more and more lacking in time, space, and companionship for them to live and play as children should. In addition, a declining birthrate, the trend toward the nuclear family, deficit of experiences, and poor community education have caused deterioration of children’s communication ability, physical strength, and norm consciousness. What education needs to do now is said to be to nurture children’s capacity to live in this rapidly changing society. For that purpose, it’s indicated that non-cognitive capacity needs to be developed. This point is highlighted in the revised Guideline for Nursery Care at Day Nurseries announced in March, 2017 and to be enforced in April, 2018. The importance of experiences in nature for development of non-cognitive capacity has also been argued in many preceding researches. This case study of a nursery school conducting a nature experience program shows how the children have grown after the nature experience activity from a perspective of non-cognitive capacity. Specifically speaking, it became clear that they could get excited and interested in nature, take on challenges, and develope themselves. Also in daily life, they learned to be actively involved in their circumstances, share the joy, the place and the image, and create and develop their plays. In particular, the children 4 or 5 years old became more and more cooperative and explorative, and learned to compromise. They built up their foundation (motivation) for independence and demonstrated good moral behaviors.},
 pages = {27--34},
 title = {地域の自然環境を活用した保育実践について― 非認知的能力を視点として ―},
 volume = {1},
 year = {2017}
}