Comparison of Views on Moral Guidance among Nursery School, Kindergarten, and Elementary School Teachers via Text Mining

本研究比较了幼儿工作者(幼儿教师和幼儿园教师)和小学教师对道德引导的看法。研究的对象是目前的儿童保育工作者、小学教师和正在接受儿童保育和教师培训课程的实习生。他们被要求自由地写下他们认为在童年早期培养了道德和规范意识的东西。文本挖掘被用于分析他们的输出。结果显示，幼儿工作者倾向于强调拥抱儿童思想和情感的重要性，而小学教师则倾向于强调道德教育目标和指导内容。此外，尽管幼儿保育工作者和小学教师之间的观点差异在受训人员的意见中得到了呼应，但结果表明，受训幼儿保育工作者和教师倾向于通过奖惩直接指导，而不是目前的幼儿保育工作者。

This research compares the views of childcare workers (nursery school and kindergarten teachers) and elementary school teachers on moral guidance. The subjects of the study are current childcare workers, elementary school teachers, and trainees undergoing childcare and teacher-training courses. They were asked to write freely about what they thought fostered morality and normative consciousness in early childhood. Text mining was used to analyze their output. The results showed that childcare workers tend to emphasize the importance of embracing children's thoughts and feelings, whereas elementary school teachers tend to emphasize moral education goals and guidance contents. In addition, although the distinction in views between childcare workers and elementary-school teachers was echoed in the views of the trainees, the results showed that the trainee childcare workers and teachers tended to prefer direct guidance through rewards and punishments more than current childcare workers.