The Characteristics and Meaning of Social Behavior of Children with Special Needs in an Inclusive Nursery School Setting.

包容性幼儿园环境中特殊需要儿童社会行为的特征和意义。

• 批准号: 19592544
• 负责人: MORITA Keiko
• 金额: $ 2.91万
• 依托单位: Himeji Dokkyo University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2007
• 资助国家: 日本
• 起止时间: 2007 至 2009
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-19592544/
• 关键词: 統合保育; 幼児; 発達障害; 社会的行動; 縦断的観察研究; 縦断的研究

In the present study, children with special needs who joined an integrated early education and day care program were observed over a year-long period in order to examine the process of change that took place in the ways the children interacted with others, in their social behavior, in the life experiences generated, and in their care needs. At the conclusion of this period, the children's social behavior had become friendly, and they had reached the point where they were actively to participate in play activities about 80 percent of the time. In addition, the children's social behavior changed to an even greater degree from situation to situation that it did with the passage of time. During "free play time" sessions, they came to apply what they had learned about how to interact with toys to their interactions with others. In doing so they improved their ability to adapt and increased the frequency with which they engaged in both social behavior and effective actions.

在本研究中，对参加综合早期教育和日托计划的有特殊需要的儿童进行了为期一年的观察，以检查儿童与他人互动的方式、他们的社会行为、所产生的生活经历以及他们的照顾需求所发生的变化过程。到这个阶段结束时，孩子们的社交行为已经变得友好，大约80%的时间他们已经达到了积极参与游戏活动的地步。此外，随着时间的推移，孩子们的社会行为随着情况的不同而发生更大程度的变化。在“自由玩耍时间”课程中，他们开始将所学到的如何与玩具互动的知识应用到与他人的互动中。通过这样做，他们提高了适应能力，并增加了参与社会行为和有效行动的频率。