子どもの学習において自発的探索と大人による方向づけはどのように関係しているのか : 社会文化的アプローチにもとづく理論的検討

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  • コドモ ノ ガクシュウ ニ オイテ ジハツテキ タンサク ト オトナ ニ ヨル ホウコウズケ ワ ドノヨウニ カンケイ シテ イル ノカ : シャカイ ブンカテキ アプローチ ニ モトズク リロンテキ ケントウ
  • How does adult guidance relate with young children's spontaneous exploration in learning? : A theoretical proposal from a sociocultural approach

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説明

The purpose of this study was to examine a theoretical framework of a sociocultural approach for capturing young children's spontaneous exploration. It has been widely accepted that young children construct knowledge through spontaneous exploration of their environment. However a theoretical framework has not been fully developed that appropriately captures young children's spontaneous exploration in relation with an adult's guidance. In this study, with an intent to place young children's spontaneous exploration into the theoretical framework of a sociocultural approach, we examined Hedegaard's theoretical proposal(2009) based on Vygotsky's concept of "crisis", and preschool observations of children's spontaneous play. A new framework was proposed that captures young children's spontaneous exploration as a process of flexibly combining various constraints, such as adult guidance or artifacts.

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