Investigation into Japanese Early Childhood Care and Education Professionals’ Consciousness of Language Development in Children (3) : Influence of verbal communications skills on children’s lives

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  • 言葉の力の育ちに関する保育者の意識について（3） : 各年齢への期待・活動及び援助
  • 言葉の力の育ちに関する保育者の意識について(3)言葉の力が生活に及ぼす影響
  • コトバ ノ チカラ ノ ソダチ ニ カンスル ホイクシャ ノ イシキ ニ ツイテ(3)コトバ ノ チカラ ガ セイカツ ニ オヨボス エイキョウ

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Abstract

A semi-structured, interview style survey was conducted to explore how early childhood education professionals and daycare teachers approach the development of verbal communication skills of the children in their care, and what, if any, activities they consciously employ to that end. This paper summarizes a component of the data that illustrates what effects these professionals and providers consider verbal communications skills to have on children’s experiences at daycare and in their future lives. The respondents believe that children with developed verbal communication skills can easily manage their interactions and interact with a variety of people, which in turn allows them access to a wide range of feelings and experiences. Furthermore, the respondents sensed that children with high verbal communication abilities tended to take on leadership roles during play and other children gravitated towards them. The respondents said that this led to seemingly high levels of satisfaction in the communicative children. The respondents sensed this might be due to the connection between children’s abilities to express their needs and ideas clearly, thereby making it easier for teachers and caregivers to respond to their needs, more cooperation from peers in accepting their ideas in play, and in general having their ideas come to fruition. In addition, respondents said that, in general, verbal communication skills were important for children’s future lives in education and society at large. However, the responses in this section varied widely with examples from respondents’ personal lives and experiences rather than those of the children in their care. The results of this survey indicate that there is possibly yet work to be done to ensure an appropriate process in the development of verbal communication skills from early childhood education through to the elementary schools

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