Realization of interpersonal relationships in early childhood education.

本研究对幼儿园幼儿教育进行了多项纵向观察研究，明确了幼儿在幼儿园阶段的人际关系体验特征及其发展变化。它还通过观察教师和儿童之间的互动以及对教师的采访，研究了成年人如何理解儿童的经历。我们对六所幼儿园进行了为期一年或两年的纵向观察和访谈。我们的发现包括以下结果。我们发现，与人际冲突类似的开玩笑行为在调节微妙的人际关系方面具有几种不同的功能。研究发现，受到班级高度重视的孩子在入学行为中减少了麻烦，而不受班级重视的孩子在入学行为中不一定会减少麻烦。通过对幼儿园教师的教育会议的考察，我们展示了教师是如何认识到实践教学的困难，以及他们是如何改变与孩子的关系的。

This research has done several longitudinal observation studies about early childhood education in kindergartens and clarified characteristics of children's experience about interpersonal relationships and their developmental changes in kindergarten ages. It also examined how adults comprehend children's experinece through observation of interactions between teachers and children and interviews with teachers. We did longitudinally one-, or two-year-period observations and interviews in six kindergartens. Our findings include following results. We found that joking behaviors similar to interpersonal conflicts have sevral distinct functions to regulate subtle interpersonal relations. Children highly valued by the class were found to decrease their troubles in entry behaviors, though children who were not valued by the class were found not necessarily to decrease their troubles in the entry. From examination of education conference among teachers in a kindergarten, we showed how teachers became to understand the difficulty in the practical level of teaching and how they changed their relationships with the children.