中国の親子プログラムにおける教師,親子,幼子間の三者間の交流
Jiali Kang1,2, Kamariah Abu Bakar1, Suziyani Mohamed1
1Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia.
Frontiers in psychology
|September 4, 2025
まとめ
中国の親子プログラムでは 子どもの行動が制限され 大人が支配的なやり取りをします この研究は,よりバランスの取れた,子どもを含む対話と全体的な開発のためにこれらのプログラムを再構築する必要性を強調しています.
科学分野:
- 幼児教育
- 発達心理学
- 文化間の研究
背景:
- 子どもの発達と親の関与のための中国の親子プログラムでは,三者間の相互作用 (教師-親子) が不可欠です.
- これらのプログラムにおける現在のやり取りは しばしば厳格で 子どもの行動力を制限し 大人のコミュニケーションを最小限に含みます
研究 の 目的:
- 中国の幼稚園における三者間の交流のダイナミクスと課題を調査する.
- これらの相互作用のパターンとテーマを分析する.
- 幼児教育における三国間連携の新たなモデルを開発する.
主な方法:
- 南京の2つの幼稚園で意図的なサンプリングを用いた質的アプローチ
- データ収集には,1,130件の三者間の相互作用が観察され,23件のインタビューが行われました.
- 分析には,NVivo12で開いた,軸の,選択的なコーディングが含まれていた.
主要な成果:
- 成人による相互作用 (教師-子供-親,親-子供-教師) は,主としてイニシアチブ-レスポンス-評価 (IRE) パターンを用いて,イベントの86%を占めました.
- 子供のイニシアチブが 最も受け入れられず 抑圧された主観性を示した.
- 教育/指導,励まし/コミュニケーション,援助/代替,関心事に対する指導,相互理解,子供の自己表現といった6つのテーマが挙げられました.
結論:
- 中国の親子プログラムには バランスの取れた目標と 各参加者の役割の認識を促すための再編が必要です
- 子どもの総合的な発達を支援するには,尊重し,子どもを含む対話を育むことが不可欠です.
- この発見は,幼児教育のやり取りにおいて,より子ども中心のアプローチが必要であることを示唆しています.
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