幼小連携・接続に対して小学校教員が感じる困難-参加経験のある取り組みの違いに着目して-

type:Article

本研究の目的は,幼小連携・接続に際して小学校教員が感じる困難が参加経験のある幼小連携・接続の取り組みによってどのように異なるのかを明らかにすることである。大阪府内の4つの自治体に勤務する小学校教員561名に対して質問紙調査を行ったところ,新入児などに関する情報連絡会までの段階では,就学前教育・保育施設との連絡体制の不十分さにより,必要な情報をうまく取得できないことを困難に感じていることが明らかとなった。また,子ども同士の交流会までの段階では,カリキュラムや教育方法の違いを超えて子どもたちに意味のある交流内容を設定すること,授業・保育の見学までの段階では,見学を通して見聞きした情報をうまく咀嚼できないことに苦慮していることが示された。さらに,教員同士の研究会までの段階では,表面的な意見交流になりがちであることを問題視していることや,カリキュラムの共同作成までの段階では,校内体制や就学前教育・保育施設の多様さに難しさを感じていることが明らかとなった。以上の結果を踏まえて,幼小連携・接続を活性化するための手立てを議論した。

This study aims to reveal the difficulties perceived by elementary school teachers collaborating with preschools and elementary schools based on the level of collaboration. A questionnaire survey was conducted among 561 elementary school teachers working in four municipalities in Osaka Prefecture. The survey revealed that teachers found it difficult to obtain necessary information due to inadequate communication with preschools at the participation level during information liaison meetings regarding newly-enrolled children. Results also indicated that teachers found it difficult to set up meaningful interactions for children beyond the differences in curriculum and teaching methods at the engagement level, where they had exchanges with elementary and preschool students. Moreover, at the classroom participation and childcare observation level, teachers indicated that they struggled to understand the information they had gathered throughout the observation. Finally, at the participation level in the joint study session by elementary and preschool teachers, it was clear that teachers saw a problem with what tended to be a superficial exchange of ideas. Furthermore, it was found that teachers felt difficulties due to the inadequacy of the school system and the diversity of preschools during their involvement at the curriculum co-creation level. Based on the above results, measures to revitalize collaboration between preschools and elementary schools were discussed.