The Role of Japanese Preschool Teachers' Support in Young Children's Mathematical Development.

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  • 幼児の数的発達に対する幼稚園教師の支援と役割 : 保育活動の自然観察にもとづく検討
  • ヨウジ ノ スウテキ ハッタツ ニ タイスル ヨウチエン キョウシ ノ シエン ト ヤクワリ ホイク カツドウ ノ シゼン カンサツ ニ モトヅク ケントウ

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Abstract

The present study investigated young Japanese children's mathematical development in relation to Japanese preschool teachers' support. In Study 1, types and frequency of mathematical activities, and the details of teachers' support of such activities, were examined by observing 14 preschool classrooms over a one year period. It was found that there were very few activities with the objective of teaching mathematics to the children. However, teachers' encouragement of mathematical development, especially with regard to numbers, was observed frequently in a variety of activities where the explicit goal was other than teaching mathematics (e.g., singing or taking attendance). In Study 2, the effect of the teachers' support was examined by comparing the mathematical competence of children in terms of the levels of mathematical support provided by teachers. The teachers' support was found to have an effect on children's competence with numbers. These findings suggest that Japanese preschool teachers facilitate young children's number development without relying on systematic teaching.

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