実践報告　大和プレスクール「にほんごひろば」―小学校入学前の多様な言語背景を持つ子どもたちへの就学前教育・保護者支援―

DOI Web Site
  • 矢沢 悦子
    特定非営利活動法人日本ペルー共生協会　日本語コーディネーター　日本語教育・異文化間教育
  • 高橋 悦子
    特定非営利活動法人日本ペルー共生協会　副会長・全体コーディネーター　バイリンガル教育・異文化間教育

書誌事項

タイトル別名
  • A Report on Yamato Pre-school “Nihongo Hiroba”: Pre-school Education for Children and Support for their Parents with Different Language Backgrounds
  • 特定課題研究 実践報告 大和プレスクール「にほんごひろば」 : 小学校入学前の多様な言語背景を持つ子どもたちへの就学前教育・保護者支援
  • トクテイ カダイ ケンキュウ ジッセン ホウコク ヤマト プレスクール 「 ニホンゴヒロバ 」 : ショウガッコウ ニュウガク マエ ノ タヨウ ナ ゲンゴ ハイケイ オ モツ コドモ タチ エ ノ シュウガク ゼン キョウイク ・ ホゴシャ シエン

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説明

<p>We report on the pre-school project undertaken collaboratively by Yamato City NPO Asociación Japonés Peruana (AJAPE). In the paper, we highlight its origins, framework, class activities, and its articulation with elementary schools. AJAPE started a pre-school in 2009 and continued in 2010; however, considering the importance of undertaking an enterprise in cooperation with an NPO and a regional administration, we applied for the Yamato City’s system, which proposed to start a ‘pre-school’ as a collaborative project in 2011.</p><p>The primary purpose of Nihongo Hiroba is to provide children and parents with information about school life in Japan and to develop the child’s communication skills in easy Japanese. It also aims to foster their abilities to actively participate in educational activities and to cultivate their attitude for understanding and valuing cultural diversity.</p><p>In 2013, the pre-school was implemented in the afternoon for 4 months, from November to March, 3 times a week and 2 hours per session. Seventeen children participated, with different language and cultural backgrounds, such as Peru, China, the Philippines, and others. Fourteen of the 17 children went to neither a kindergarten or a nursery school. Our purpose was to help children to increase their experiences and vocabulary to communicate with others through class activities and inspection. By completion of the course, the children, who formerly could not communicate in Japanese, were able to use easy Japanese. Finally, we made a report of each child’s experience and sent it to the elementary school where the child attends.</p>

収録刊行物

  • 異文化間教育

    異文化間教育 41 (0), 16-31, 2015-03-31

    異文化間教育学会

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