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A Positive Study on How ChildrenAcquire the Routine Way of Living

儿童如何习得常规生活方式的实证研究

基本信息

批准号：
12680099
负责人：
OTAKI Midori
金额：
$ 2.37万
依托单位：
Joetsu University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2003
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12680099/
关键词：
make-believe play script slot routine way of living mother and child nursing school children longitudinal study 家庭保育児幼児 3歳児母親 2歳児 1歳児

项目摘要

One of the purposes of this study is to clarify how children learn the routine way of living through mother and child's make-believe plays. The other purpose is to clarify how children share the routine way of living among themselves by analyzing nursing school children's make-believe plays. The former study subjects were 44 pairs of one-year olds and their mothers, who were observed till the one-year olds became three, while those of the latter were 16 nursing school children who were 2-6 year old. Mother and child's make-believe plays were observed and video-taped in the observation room within 2 weeks either before or after the subjects' one, two and three-year birthdays. Nursing school children's make-believe plays were carried out voluntarily and video-taped at the make-believe play area in the nursing school. Then the videotape was analyzed from the slots and scripts view points and the following results were obtained :1.One-year olds' prevalent slots were the ones directly concerning eating. Two-year olds' extended to the ones somewhat culturally flavored, such as showing gratitude, praise and appreciation which accompany eating. Three-year olds' showed the positive tendency of script organization. It was revealed that mothers play a significant role to help their child acquire the routine way of living by showing the same slots as their child.2.Nursing school children not only shared the meaning of each slot but also voluntarily showed promoting slots, which helped their make-believe plays develop.

本研究的目的之一，是要厘清儿童是如何透过母子的“假装游戏”来学习日常的生活方式。另一个目的则是透过分析护校儿童的虚拟游戏，来厘清儿童如何分享日常生活的方式。研究对象为44对1岁奥尔兹及其母亲，观察至1奥尔兹满3岁;研究对象为16名2-6岁的护理学校儿童。研究对象在一岁、二岁、三岁生日前后两周内，在观察室内观察并录像母亲和孩子的假装游戏。护理学校儿童的虚拟游戏是自愿进行的，并在护理学校的虚拟游戏区录像。然后从槽和脚本的角度对录像进行分析，结果表明：1。1岁奥尔兹普遍使用的槽是直接与吃有关的槽。两岁的奥尔兹的“感恩”延伸到了一些带有文化色彩的东西，比如在吃东西的同时表达感激、赞美和欣赏。3岁奥尔兹的书写呈现出积极的文字组织倾向。研究发现，母亲通过展示与孩子相同的槽位，在帮助孩子获得日常生活方式方面发挥了重要作用。2.护校儿童不仅分享槽位的意义，而且主动展示促进槽位，这有助于他们的假装游戏的发展。