Restructuring of educational contents in preschool education : From three axes penetrating school education

在本研究中，首先，我们对一个班级进行纵向视频观察，每周1 - 2次，为期3年，从3岁班到5岁班，以分析协议为中心研究。同时，每位研究人员检查了他/她在每个领域的观察记录。我们把“合作学习”、“自我调节”和“突发学习”作为学前教育的三个轴。然后，我们发现这些轴被定位为通过建构游戏、假装游戏、共享生产活动和班级小组讨论活动等实现“目标导向倾向”的过程。

In this study, first, we conducted a longitudinal video observation about a class once or twice a week over 3 year period from 3-year-old class to 5-year-old class to analyze the protocol as a central research. Parallelly, each researcher examined the records of observation he/she did in each field. We took up 'cooperative learning', 'self-regulation', and 'emergent learning' as three axes through preschool education. Then, we found that those axes are located as processes to make possible 'goal-oriented tendency' through construction play, make-believe play, shared production activity, and class group discussion activity and so on.