How Do Temporary Daycare Teachers Lead Children's Emotional Well–being?

DOI Web Site Open Access
  • KATO Nozomi
    愛知みずほ短期大学現代幼児教育学科

Bibliographic Information

Other Title
  • 一時預かり担当保育者はどのように子どもの情緒を安定に導くのか？
  • 一時預かり担当保育者はどのように子どもの情緒を安定に導くのか? : 「抱っこ」の判断を巡る専門性に着目して
  • イチジ アズカリ タントウ ホイクシャ ワ ドノ ヨウ ニ コドモ ノ ジョウチョ オ アンテイ ニ ミチビク ノ カ? : 「 ダッコ 」 ノ ハンダン オ メグル センモンセイ ニ チャクモク シテ
  • A Focus on the Professionalism of “Hug and Cuddling”
  • 「抱っこ」の判断を巡る専門性に着目して

Search this article

Abstract

In nursery schools, childcare is carried out in a state that considers children’s emotional well–being. However, in temporary childcare settings, which children use temporarily or intermittently, their emotions may not be as stable, because they are in an unfamiliar nursery school environment. For this reason, nursery teachers must have expertise in stably guiding children's emotions. In this study, we clarify some of expertise when nursery teachers at temporary childcare facilities use, or choose not to use, hugging and cuddling, explaining the rationales behind their decisions to stabilize children's emotions. The research method is a Video–cued Multivocal Ethnography and the qualitative analysis was conducted using Steps for Coding and Theorization. We reveal the three characteristics for the guidance of children’s stable emotional well– being as used by nursery teachers as a professional tactic: 1. Carrying out childcare according to the child's family culture. 2. The system for children to select teachers. 3. Verbalizing to colleagues their thoughts about their child while working in temporary childcare.

Journal

Related Projects

See more

Keywords

Details 詳細情報について

Report a problem

Back to top