自主シンポジウムIV: 乳児保育に関する発達研究の理論と方法をめぐって

I. The Presentation of Problems<BR>In our Association of Educational Psychology there are many researches on infant, but there are few on Infant Education. Infants develop under the influence of external conditions. So research on infants should also include its conditions. Besides, it is observed that there are disparate opinions on infant education. It is said that it is best for infants to be cared of by its mother (included the acting mother) only. Another one is that the best for infants is to be cared of by the both of specialists of group education and parents. The result is that, “Baby-Hotels” are created, also called Nursery on a commercial basis. So we, educational Psychologists, must find appropriate methods of research in infant development in connection with education and social environment. The above opinions were opened for discussion.<BR>II. Reports<BR>Kaneko who had researched in Infant Development in Hospital for Nursing, insisted it was most important for infants to form what is called “Attachment”.<BR>Shimizu who has researched on Infant Development in Nursery School indicated some strong points of Nursery Education: (1) Importance of rhythmical organization of daily life in infants (2) Organization of “the Nearest Zone of Development” (3) Organization of relationships in infants, and suggested that the effects of Nursery Education had to be discussed systematically.<BR>Kondo who has researched on biology and infant education reported the relation between brain-function and infant care, and insisted on the importance of autonomical-neurosystem concerning material environment, and institutes: Human feelings are of two types: (A) individual particularities, specially at home (B) social humanism.(A) and (B) are indispensable and interactive with each other. If almost all adults could realize such interaction. Infant Care would be improved and the Care at home and that at nursery school would become complementary and be unified in future.<BR>III. Discussion<BR>1. A Nursery Education by group relations(kondo vs. Kaneko)-Both reporters do not jump on the conclusion. Kondo insists on the importance of full activity in infancy, Kaneko insists on the importance of “Attachment” for such activity realized in psychological optimum. And Kondo emphasizes at length “Nursery by infant group relation” as a new human social experiment considered historically.<BR>2. Relations between Difference of Fields and Methods of Resarch-from the view point of Infant Separation-(Kaneko vs. Shimizu)-Both reporters here agree on the case of 1-2 year-old infants experimenting the Anxiety of Separation regardless of fields (hospital, nursery school or home). Shimizu dares say here: in this period it is necessary to improve intant-rearer techniques as well as to have infant-rearer communications<BR>3. The Relation between Maternity and Paternity: mother's milk and artific feeding-There are two opinions: one is that Maternity is the same as Paternity: another one is that generally both are equal but Maternity is dominant only for the ealiest period of infancy. The breast-feeding by the mother in the early rearing is significant on the basis that it gives confidense to the mothers in controlling their children's desire.<BR>4. About Individual Feeling (Kondo) or Attachment (Kaneko)-How to produce such feelings in hospitalized infants-One question remans: If we recognize such feeling as indispensable in bringing up infants we might limit possibility in hospitalized infants. Therfore what is more important is how to produce such feelings in the human group relationships in the hospitalized infants. Kondo sugg sts the “WARABIZA” nursery (children separated and educated away from their parnts from 45 days old to highschool age) as being an answer. This last subject remains a topic for further opened discussions.