Practical Development of Intercultural/Transcultural Education from Early Childhood

在这个项目中，我们根据从以前的项目中获得的信息，构建了一个实际课程开发的思想。我们根据教育学、发展心理学和人类学领域的观点，开展了创建课程开发基础的工作。我们已经说明了扩大国际理解教育的指导方针，该指导方针以前只对幼儿及以上儿童进行，现在也适用于婴幼儿1。我们整理了课程发展的观点和共同框架。特别是，我们考察了从婴幼儿阶段开始的跨文化教育的思维方法，以及为此类教育制定课程的意义和框架。我们开展了初步研究的准备工作，为分析目前婴幼儿对自我和环境的理解发展的研究数据做好准备。特别是，我们从发展心理学的角度分析了婴幼儿自我和他人认知的发展过程和特点。对当前学前教育课程进行了分析，制定了关于文化描述和发展的方法。为了考虑到日本日裔巴西儿童数量迅速增加的儿童保育问题，我们还对巴西学龄前儿童保育进行了现场研究，并编写了一份临时报告。我们还介绍了作为巴西幼儿教育基础的《国家幼儿教育课程手册》。我们使用美国的反偏见教育和新西兰的“Te Whariki”，用社会文化的方法指出了儿童保育研究的趋势。

In this project we constructed an ideology for the development of an actual curriculum based on the information obtained from previous projects. We carried out work on the creation of a basis for curriculum development based on views from the education, developmental psychology, and anthropology fields. We have illustrated guidelines for expanding international understanding education, which was heretofore carried out only for young children and above, to also be implemented for infants and toddlers.1. We organized curriculum development viewpoints and common frameworks. In particular, we examined methods of thinking about cross-cultural education from the infant and toddler stage and the significance and framework for the development of a curriculum for such.2. We carried out preparations for preliminary research for analysis of present data for research on infant and toddler development of understanding of one's self and one's environment. In particular, we carried out analysis of the process and characteristics of infant and toddler development of understanding of self and others from a developmental psychology angle3. We carried out analysis of the current pre-school educational curriculum and formulated methods of regarding cultural descriptions and development.4. In order to take into consideration the childcare of the rapidly increasing numbers of Japanese-Brazilian children in Japan, we also carried out an on-site study of Brazilian pre-school age childcare and created an interim report. We also introduced the "Handbook on the National Curriculum for Early Childhood Education" which is the foundation for Brazil's early childhood education.5. We indicated the trend of childcare research in a socio-cultural approach using the American anti-bias education and New Zealand "Te Whariki".