A Study of Preschool Teachers’ Instructions for “Seikatsu-ga”

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  • 幼児の生活画の活動における保育者の援助に関する研究
  • 幼児の生活画の活動における保育者の援助に関する研究 : 導入時の援助の方略とその意図の分析を通して
  • ヨウジ ノ セイカツガ ノ カツドウ ニ オケル ホイクシャ ノ エンジョ ニ カンスル ケンキュウ : ドウニュウジ ノ エンジョ ノ ホウリャク ト ソノ イト ノ ブンセキ オ トオシテ
  • An Analysis of Their Strategy and Purpose
  • 導入時の援助の方略とその意図の分析を通して

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In this study I analyze preschool teachers’ instructional strategy and purpose for introducing “Seikatsu-ga” (drawings of daily life) to their students. I visited public preschools and observed their drawing activities. Based on the gathered data, I categorized the interactions between young children and teachers. From my observations and interpretations I assembled and analyzed the preschool teachers’ various pedagogical strategies and underlying purposes. Preschool teachers’ instructions included not only recalling images but also various directives such as, “encouraging the awareness and sharing of experiences,” “experiences through drawing,” “strategy to materialize images,” and “confirmation of concrete general instructions.” The findings contained in this study are intended to provide guidelines for instructions on the introduction of drawings. I believe this study can help us to reconsider the activities associated with drawings and to better realize the ideal method of “Seikatsu-ga.”

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