An Analysis of the Content and Type of Advice in Early Childhood Education Advisors’ Comments

SUGIMURA Shinichiro, UEYAMA Rutsuko, HAMADA Shoko, SHIMIZU Hisayo

doi:10.15027/51494

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幼児教育アドバイザー所感における助言の内容とタイプ
特集論文幼児教育アドバイザー所感における助言の内容とタイプ
トクシュウロンブンヨウジキョウイクアドバイザーショカンニオケルジョゲンノナイヨウトタイプ

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Abstract

This study aimed to clarify the state of advice given by early childhood education advisors and to examine the desirable ways of giving advice. Specifically, we analyzed 266 visitation records to discover what kind of advice was given and how it was given. The results showed that the contents related to “childcare content,” “environment creation,” and “understanding children” accounted for three-fourths of the total advice contents. Regarding the type of advice, nearly half the advisors reported specific methods and ideas, while nearly half encouraged caregivers and preschools to think for themselves and to continue by affirming the state of childcare. Additionally, it was suggested that the advisors changed the way they gave advice depending on its content. Based on the above results, we discussed the meaning of the advice when it does not correspond to the contents of the request, the sharing of the current situation and the target situation, whether the way of communicating actions and thoughts to change the current situation is direct or indirect, and the use of the categories of advice contents and methods.

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幼年教育研究年報

幼年教育研究年報 43 15-23, 2021-10-15

広島大学大学院人間社会科学研究科附属幼年教育研究施設

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