Nursery Teachers Professionals’ Expertise in Encouraging Children to Interact with Each Other in Inclusive Childcare

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  • インクルーシブ保育における子ども同士の関わり合いを促す保育者の専門性
  • インクルーシブ保育における子ども同士の関わり合いを促す保育者の専門性 : 重症心身障害児を含む集団に着目した質的研究
  • インクルーシブ ホイク ニ オケル コドモ ドウシ ノ カカワリ アイ オ ウナガス ホイクシャ ノ センモンセイ : ジュウショウ シンシン ショウガイジ オ フクム シュウダン ニ チャクモク シタ シツテキ ケンキュウ
  • ―Qualitative Study Focusing on Groups Including Children with Severe Mental and Physical Disabilities―
  • ――重症心身障害児を含む集団に着目した質的研究――

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In recent years, the practice of inclusive childcare has been promoted in many places, but it has been difficult to generalize the expertise of nursery teachers to encourage children to interact with each other. The purpose of this study was to clarify the expertise of nursery teachers necessary for establishing interaction among children in inclusive child-care by analyzing actual child-care situations. We selected important words and phrases from episodes in which children with severe mental and physical disabilities interacted with other children at the target facilities. From these key terms, we derived concepts related to the expertise of nursery teachers. As a result of the analysis, eight explanatory items were extracted as the expertise of nursery teachers for inclusive childcare, and these were structured into four types of creativity. From this, we considered that there are four types of creative ability in the expertise of nursery teachers that promote interaction among children in inclusive childcare.

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