A Study on the History of Mthods of Early Childhood Education and Care in the United States of America-1820'-1930's-

美国幼儿教育和保育方法的历史研究-1820-1930s-

• 批准号: 08610297
• 负责人: YOSHIKI Yonemura
• 金额: $ 0.26万
• 依托单位: Shikoku University Junior College
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1996
• 资助国家: 日本
• 起止时间: 1996 至 1998
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-08610297/
• 关键词: Infant School; Nursery School; Day Nursery; J. Pestalozz; A, Alcott; A. Gesell; ゲゼル; 保育方法; 行動心理学; 全国保育学校委員会; 教育実験局; ウィルダースピン; ペスタロッチの幼児教育論; 実物教授; 幼稚園; プロジェクト法; デューイ; キルパトリック; 国際幼稚園連盟

Infant Schools began to established in big cities in order to liberate poor parents from their infants care and protect them from vices and perils. Methods of instruction in the Infant schools had many valuable merits ; an understanding of infant's abilities and developments, attention to their interests and enjoyments, object lessons. But, infant schools could not escaped from the tradition of primary schools instruction which indoctrined 3R's and religious doctrines and made infants learn them by rote.Day Nurseries had established as a relief institution. Their care were essentially custodial and did not include education in their program. Gradually day nurseries began to make effects to educate by providing only four and five year olds with kindergarten education, Montessori education, or nursery school education. It was not until 'The Day Nursery Manual" was Published in 1931 that Education in day nurseries targeted for all infants attending there.Nursery schools methods of education had following Characters. (1)They valued children spontaneous activities and experiences, and environments suitable to their developments. (2)They culivated social skills by peer groups. (3)They valued teachers sympathetic and professional guidance. They utilize Children's play to promote their development.

婴儿学校开始在大城市建立，以使贫穷的父母从婴儿护理中解放出来，并保护他们免受恶习和危险的侵害。婴儿学校的教学方法具有许多有价值的优点；了解婴儿的能力和发展，关注他们的兴趣和享受，对象课程。但是，婴儿学校无法摆脱小学教学的传统，这些传统灌输了3R和宗教教义，并使婴儿死记硬背地学习了这些教义。托儿所已确立为救济机构。他们的护理本质上是监护权，并且没有在他们的计划中包括教育。逐渐地，托儿所开始通过提供幼儿园教育，蒙台梭利教育或托儿所教育的四岁和五岁的孩子，从而产生效果。直到1931年出版了“托儿所的日常手册”，日常托儿所的教育针对所有参加那里的婴儿。努力学校的教育方法具有以下角色。

项目成果

Yonemura Yoshiki: "A study on History of Methods of Early Childhood Education and Care in the United States of America-infant Schools"Japan Society of Reaseach on Early Childhood Care and Education 52nd Annusl Convention Papers,. 348-349 (1999)

米村芳树：“美国幼儿教育和保育方法的历史研究——婴儿学校”，日本幼儿保育和教育研究会第52届年会论文，。

米村佳樹: "アメリカの保育方法史の研究-幼児学校の場合-"日本保育学会第52回大会研究論文集. 348-349 (1999)

Yoshiki Yonemura：“美国儿童保育方法的历史研究 - 以幼儿学校为例”第 52 届日本儿童保育学会会议记录 348-349（1999 年）。