Origami Teaching Tips through Childcare Practice

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  • 保育実践を通して考える折り紙指導のコツ

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This study aimed to clarify what kind of learning about how to communicate origami folding to young children is obtained and what kind of further learning is needed when junior college students who have completed practical training in childcare and kindergarten engage in childcare practice regarding origami. In Study 1, we examined the differences in the method used by Trainee A and Experienced Teacher X in communicating origami folding and the differences in the activities in which the children taught their friends how to fold origami after the instruction. In Study 2, we examined the same differences between novice Teacher Y and trainee B, who observed the origami practice in Study 1. The results suggest that trainees can acquire the skill of teaching children how to fold origami in an easy-to-understand manner. However, from the viewpoint of scaffolding, the trainees might need to establish a scaffolding relationship with the children. After becoming a childcare teacher, experiential learning and repeated teaching experiences were important to form such a relationship.

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