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Nara Women's University Digital Information Repository > 040 大学院人間文化研究科 > 人間文化研究科年報 > 第32号 >

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AN10065983V32pp81-98.pdf1.98 MBAdobe PDF見る/開く
タイトル: 他児の対人葛藤場面への介入における幼児同士の連携: 幼稚園3 年間の縦断的調査から
その他のタイトル: Cooperation during Interventions in Others’ Conflicts by Preschool Children ―A Research of Conflicts that Occurred during the Three-Year Preschool Period-
著者: 松原, 未季
著者(別表記) : Matsubara, Miki
著者読み: まつばら, みき
キーワード: 幼児; 対人葛藤; 介入; 連携; 協同性
発行日: 2017年 3月31日
出版者: 奈良女子大学大学院人間文化研究科
引用: 松原未季:人間文化研究科年報(奈良女子大学大学院人間文化研究科), 第32号, pp.81-98
抄録: This study aims to explore cooperation during interventions into other children’s conflicts by preschool children. Conflict situations among kindergarten children were observed in free-play situations and snack time. Children were studied for 3 years. Three kinds of intervening types were determined:distributed type,”“siding type, “and“cooperative type. ” The distributed type was often observed in 3-year-old. The siding type was often observed in 4-year-old. The cooperative type was often observed in 5-year-old. For 3-year-old-kindergarten toddlers, it was difficult to cooperate in others’ conflict situations. This is because the interventions of those toddlers were often disconnected and because they only modeled interventions of others. 4-year-old-kindergarten toddlers began to cooperate in others’ conflicts. They began to show ideas different from those of others. They often agreed with the opinions of others. They learned to share information regarding conflict situations and shared roles. However, interventions by 4-year-olds were often unfair. 5-year-old-kindergarten toddlers learned to cooperate in others’ conflicts. This is because they could share information of complicated problems and share opinions . This is also because they could protect children who were blamed by others.
URI: http://hdl.handle.net/10935/4456
ISSN: 09132201
出現コレクション:第32号

このアイテムの引用には次の識別子を使用してください: http://hdl.handle.net/10935/4456

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