Longitudinal study of socialization and culturalization through environmental transition from 3 years old to period of entering school.

本研究的目的是从个人调适能力的角度考察幼儿与他人的人际关系，从生态学的角度考察从家庭到幼儿园的环境变迁，考察幼儿游戏与幼儿学习的关系，从主体发展期望的角度考察幼儿的社会化和社会化。已经找到了以下内容。提取了父母的发展任务。父母对幼儿的沟通能力表现出高度的不安。当过渡到一个新的环境时，幼儿无法通过限制环境来探索环境。幼儿园、托儿所和小学之间的合作没有形成平等的关系，而是针对一年级学生的课堂调整。

The purpose of this research was to examine young children's interpersonal relationship from the viewpoint of personal adjustment power with others, to examine an environmental transition from the home to the kindergarten in ecology, to examine the relation between young children's play and children's study, and to examine socialization and enculturation from the viewpoint of developmental expectation of the agents. The followings have been found. The developmental tasks of parents were extracted. Parents showed high uneasiness in young children's communications skills. When transitioning to a new environment, young children were not able to explore for the environment by restricting the environment. The cooperation among the kindergarten, the day-care center, and the elementary school in which it had aimed at the classroom adjustment of the first grader did not form an equal relation.