Psychological Research on Preschool education for Individualization

根据学前教育的个别化，我们非常重视母子互动和内在规定动机的概念，被Azuma称为原型脚本，基于良好的儿童认同感，并关注基于适合度的母子发展。本研究的目的是探索研究方法，探索几种模式。我们可以总结如下结果：1)在自我调节方面，日本学龄前儿童的自我抑制比自我主张更占优势。关于儿童自我调节与母亲控制的关系，即使按V型因素划分的自我调节类型相同(V型是理论因素)，但J型因素划分的类型因母亲的控制类型不同而不同(J型是实际因素)。2)1岁时用奇异法进行B型分类。他们在6岁时就已经做好了适应社会的准备。他们没有足够的注意力，他们想要的只是与他们的母子互动有关的东西。

According to Preschool education for individualization, we therefor attach much importance to concepts of mother-child interaction and internal prescribed motivation, is called prototype script by Azuma, based on good child identity, and pay attention to both mother and child developments based on goodness of fit. The purpose of this study is to develop methods and investigate a few models.We can summarized the result as follows: 1) According to self-regulation, self-inhibition of Japanese preschoolers is dominant more than self-assertion of theirs. As to the relation between children's self-regulation and their mother's control, even if self-regulation type classified by V types' factor is same ( V type is a theoretical factor), we see type classified by J type's factor different according to their mothers' control type ( J type is a practical factor). 2) B type is classified by strange situation method at one years old. They are ready enough for social adjustment at 6 years old. THey have not enough, they want notice anything but what relates to their mother-child interaction.