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絵本との「出あい」における子どもの想像力の躍動―絵本体験の独立峰的な高まりと連峰的な共有構造―
https://ryujo.repo.nii.ac.jp/records/539
https://ryujo.repo.nii.ac.jp/records/539e8c76bd1-9c42-4e0f-87a1-7835fd131736
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
絵本との「出あい」における子どもの想像力の躍動―絵本体験の独立峰的な高まりと連峰的な共有構造― (696.5 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||||||||
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| 公開日 | 2022-02-20 | |||||||||||||||||||
| タイトル | ||||||||||||||||||||
| タイトル | 絵本との「出あい」における子どもの想像力の躍動―絵本体験の独立峰的な高まりと連峰的な共有構造― | |||||||||||||||||||
| 言語 | ja | |||||||||||||||||||
| タイトル | ||||||||||||||||||||
| タイトル | The Dynamics of Children’s Imagination in Encountering Picture Books: The Structure of Independent and Consecutive Peaks in Picture Book Experience | |||||||||||||||||||
| 言語 | en | |||||||||||||||||||
| 言語 | ||||||||||||||||||||
| 言語 | jpn | |||||||||||||||||||
| キーワード | ||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||
| 主題 | 保育の場での絵本体験 | |||||||||||||||||||
| キーワード | ||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||
| 主題 | 絵本の共有体験 | |||||||||||||||||||
| キーワード | ||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||
| 主題 | 絵本への没入体験 | |||||||||||||||||||
| キーワード | ||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||
| 主題 | 絵本と遊び | |||||||||||||||||||
| 資源タイプ | ||||||||||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||||||||||
| 著者 |
村田, 康常
× 村田, 康常
× 黒岩, 茉由
× Murata, Yasuto
× Kuroiwa, Mayu
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| 抄録 | ||||||||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||||||||
| 内容記述 | When a child reads a picture book together with a caregiver or a kindergarten teacher, the child’s imagination, evoked by the picture book, creates images and discloses a world of stories and knowledge. This world reveals something unique to the child as well as the caregiver or kindergarten teacher, who reads the book together. This paper clarifies that, for children, encounters with picture books in childcare settings are creative activities that are developed through both individual and collaborative experiences and activities. We will examine in depth, personal picture book experiences by comparing them to “independent peaks” and the expansion of collaborative picture book experiences to “consecutive peaks” to understand the world of picture books revealed by children’s imagination. In this paper, we first summarize the results of previous studies and develop a theoretical discussion. Based on the findings, we examine episodes of children’s picture book experiences in childcare settings described by an active kindergarten teacher. Our learnings from these episodes and discussions show that children’s picture book experiences can persist and develop even after they have been read, and offers clues about children’s picture book experiences through their unexpected and active expression. The most important purpose of reading picture books in early childhood education and care is to nurture the imagination. We can say that, when picture books are read to children by their familiar adult, their imaginations can move in two directions: one is to expand into their own private inner worlds, and the other is to share images and stories. The former type of experience is relatively difficult for adults to inherently understand and children tend to hide it or be shy about it. Conversely, the latter experience and solidarity activities, offer kindergarten teachers as children’s fellow traveler for adventure in the world of picture books, or play the role of navigator of this world. The kindergarten teachers often witness the children developing creative stories and images from picture books in their plays, conversations, and activities. They can share the children’s inner experience of the world of picture books and understand it from an immanent viewpoint. |
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| 書誌情報 |
名古屋柳城女子大学研究紀要 巻 2, p. 33-53, 発行日 2022-02-20 |
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| 出版者 | ||||||||||||||||||||
| 出版者 | 名古屋柳城女子大学 | |||||||||||||||||||
| ISSN | ||||||||||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||||||||||
| 収録物識別子 | 24362042 | |||||||||||||||||||
