Study of noncognitive skills among children with experience of poverty and support provided in residential children's homes

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  • 貧困を経験した子どもの非認知的スキルと児童養護施設における支援に関する一考察
  • ヒンコン オ ケイケン シタ コドモ ノ ヒニンチテキ スキル ト ジドウ ヨウゴ シセツ ニ オケル シエン ニ カンスル イチ コウサツ

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A survey was conducted involving the directors of residential children's homes to understand limitations (with regard to noncognitive skills/socioemotional skills) of children with an experience of poverty and to provide the necessary support for developing these abilities. The results revealed three abilities that the directors of residential children's homes, through their practices to date, perceived to be deficient in children with an experience of poverty. These abilities included the“ goal accomplishment ability,” comprising the concepts of“ self-knowledge ability,”“ perseverance,”“ management ability,” and “future forecasting ability;” “cooperative ability,” comprising “ability to trust others,” “relationship-building ability,” and “self-expression ability;” and “ability to face adversity,” including “ability to take on challenges,”“ ability to believe in oneself,”“ problem-solving ability,” and“ ability to rely on others.” In addition, findings showed that these abilities are interrelated, other abilities are essential to develop any one ability, and the obtained abilities promote the development of others. For developing these abilities, twelve types of support were identified as essential for “goal accomplishment,” including“ support for the acceptance of reality” and“ presence of role models;” nine types for “cooperative ability,” including “attachment formation” and “building relationships over time;” and twelve types for“ ability to face adversity,” including“ providing enjoyable experiences” and “apparently individually focused support.” The study confirmed that these types of support are included in routine interactions and support at the residential children's homes and that the original functions of residential children's homes contribute to the development of noncognitive skills. Rather than attempting to foster noncognitive skills through directly oriented support, such as specialized programs for individual skills, creating suitable conditions for inculcating noncognitive skills in children's everyday environments, including interaction with staff at the home, is necessary.

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