[Updated on Apr. 18] Integration of CiNii Articles into CiNii Research

BEHAVIORS OF CHILDREN AND FEATURES OF PLACES IN AFTER SCHOOL CHILDCARE FACILITIES

  • SHIMIZU Hajime
    Course of Architecture and Building Engineering, Dept. of Engineering, Faculty of Engineering, University of the Ryukyus

Bibliographic Information

Other Title
  • 学童保育施設における子どもの過ごし方と場所の特性

Search this article

Abstract

<p> This paper presents an idea to explain the relationship between children's behavior and characteristics of places in after childcare facilities though observation researches. </p><p> Surveyed 2 facilities, W and M have outside open spaces and are considered to have various places inside and outside for diversity of acts. Observation survey to record all children's act of each scene was done. 1354 acts for 65 scenes in 12 days were recorded in facility W and 1148 acts for 56 scenes in 9 days were recorded in facility M. </p><p> Typology for investigation of children's act was proposed. Acts are categorized as "solo act", "play with form" or "spontaneous act" from a point of view of forms to be involved with others. And acts are categorized as "active", "sitting" or "with surroundings" from a point of view of way to use places. </p><p> Rates of acts were similar in W and M, about 15% for "solo act", about 43% for "play with form" and 43% for "spontaneous act" </p><p> Most of "play with a form, active" were found in open spaces in W and M. Most of "play with a form, sitting" were found in areas with desks in rooms </p><p> "Spontaneous play, sitting" and "contacting act, sitting" were found in the "area under trees" in W. "Spontaneous play, active" and "contacting act, active" were found in the "area under and around eaves" in M. "Spontaneous play with surroundings" are plays using situations given by features of places. They were mainly found in the "area under trees" in W and the "area under and around eaves" in M as plays with conditions of ground, animal, insects, plants or materials. </p><p> Many "solo acts" were found in rooms or corners for reading and rest of them were found in various places in or around group acts. </p><p> Moving acts are understood as "space using". Sitting acts are understood as "base using". These two and "surroundings using" are basic types of place using. </p><p> "Space using" is to act in a place with a void and a plain where moving acts are allowed. </p><p> "Base using" is to act in a place where it is allowed to remain at ease such as a place with furniture, wall surrounded place or a higher place. </p><p> "Surroundings using" is to act with specific feature of a place such as natural environment, natural material or unique equipment. </p><p> Open spaces for "space using" and indoor spaces for "base using" are secured in W and M. Places in particular state for “spontaneous act” were found in addition. These situations are considered to show a possibility that "spontaneous act" are done in condition where "space using", "base using" and "surroundings using" are related each other. Following study in detail is necessary about "spontaneous act". Difference of rates of acts of individuals were found according to individuals, activity analysis. Some children spend most of time with "play with a form" or with "spontaneous act" and a few children tend to spend more time with "solo act" than others. </p><p> In conclusion acquirement of places for "space using", "base using" and "surroundings using" were found to be important as a living facility for children with various ways of behaviors. </p>

Journal

References(4)*help

See more

Details

Report a problem

Back to top