PROCESS OF ACQUISITION OF EMBODIED KNOWING IN EARLY-CHILDHOOD EDUCATION

本项目通过生态环境中的具身行为来研究幼儿园和托儿所教育中的儿童如何表现得聪明，并主要通过观察方法来研究“具身认知”的各个方面和发展。特别是作为主要调查对象，我们对某幼儿园的一个班级进行了为期三年的纵向研究，并结合了其他幼儿园的定期观察和实际合作研究，对少数孩子的长期观察，以及与之相结合的其他研究。我们还调查了幼儿园教师。因此，我们将幼儿教育环境下儿童的学习过程分为三种模式，即沉浸式学习、观看式学习和想象式学习。特别是，我们通过实例论证，幼儿进入幼儿园环境，在幼儿园环境中活动，学习事物的过程，形成了另外两种学习模式的基础。此外，我们发现沉浸式学习存在于儿童与其他儿童和成人之间以及周围领域之间的更多关系。这些关系包括在移动中的认知和与他人的交易，基于物理关系。我们在这里把这些关系的形成称为“具体化的认识”。具体而言，首先，我们通过构建儿童游戏图像和相互关系对身体动作进行分类，证明了儿童之间相似的身体动作可以连接同伴关系的运动功能。其次，我们发现，在孩子们互相取笑的场景中，偏离常规的行为和话语具有明显的意义。第三，我们在几个具有代表性的环境中展示了使用身体行为和隐性话语而没有明确的口头方法的群体进入的重要性。此外，我们还考察了教师关怀行为中的形体性，结果表明，这种转变发生在教育和关怀会议上，以及通过录像回放和回忆来反映关怀。由此，我们能够将具身认知的观点扩展到分析一般的早期教育情况，以及儿童与教师教学行为之间的互动。少

This project placed how children in kindergarten and nursery education behave intelligently by embodied conduct within ecological settings and examined aspects and developments of 'embodied knowing' mainly through observation method. Particularly, we did as a principal investigation a longitudinal study of three years on a class of a kindergarten, and also combined periodical observations and practical collaborative studies in other kindergartens, long-term observations of a few children, and other studies with it. Also we investigated kindergarten teachers. As results, we divided children's learning process in early-childhood education settings into three modes, i.e., learning by immersion, learning by viewing, and learning by imaging. Especially, we argued from examples that the process where children entered into a kindergarten environment, moved around there, and learned things formed a base of other two learning modes. Further, we found that the learning by immersion lied in relat … More ionships between children and other children and adults and fields surrounding these. These relations consisted of cognitions in moving around and transactions with others, based on physical relationships. We call here formation of these relations as 'embodied knowing'.Concretely, first, we showed by classifying bodily movements through construction of children's play images and interrelationships that similar bodily movements between children exercise functions connecting peer relationships. Second, we found that in scenes where children made fun of each other, deviations from routine conducts and utterances carried distinct meanings. Third, we showed the significance of group entry using bodily conducts and implicit utterances without explicit verbal approach in several representative settings. Furthermore, we examined the corporality in the care acts of teachers, which showed that the transformation occurred through conferences on education and care, and reflection of care through video-replay and recollection. From above, we were able to extend the viewpoint of embodied knowing to analyses of not only early education situations in general, but also interactions between children and teaching acts of teachers. Less