The Analysis of the Development of "Manazashi" (Vantage Point) in the View of Early Childhood Care and Education :

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  • 保育を見る「まなざし」の変容の分析
  • 保育を見る「まなざし」の変容の分析--フィールド・ノーツから見られる参与観察者と保育者の間の「対話」の展開
  • ホイク オ ミル マナザシ ノ ヘンヨウ ノ ブンセキ フィールド ノーツ カラ ミラレル サンヨ カンサツシャ ト ホイクシャ ノ アイダ ノ タイワ ノ テンカイ
  • ―フィールド・ノーツから見られる参与観察者と保育者の間の「対話」の展開―
  • Dialogical Interaction Processes between a Participatory Observer and Kindergarten Teachers Described in the Field Notes

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The purpose of this study is to analyze how "Manazashi" (a vantage point) in observation of early childhood care and education was developed based on the author's field notes on educational practices at kindergarten. Descriptions in the notes indicated that vantage points of the observer and kindergarten teachers in the earlier period had completely different bases of standpoints and situations, and did not have any intersections. However, the transitional processes of description shows that dialogical interactions over daily reflections of educational practices at the kindergarten generated collaborative relationships, which were mutually influencing vantage points of the observer and kindergarten teachers and also simultaneously changing the both attitudes. In such a relationship, the common views held both observer and observed were formed to support the care and education of the kindergarten.

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