@article{oai:ryujo.repo.nii.ac.jp:00000540,
 author = {村田, 康常 and 黒岩, 茉由 and Murata, Yasuto and Kuroiwa, Mayu},
 journal = {名古屋柳城女子大学研究紀要},
 month = {Feb},
 note = {It is said that when a child concentrates on a picture book read aloud by an adult, a “reassuring human bond” (Matsui, 2003, p. 131) or “the most solid bond” (Matsui, 1990, p. 11) is formed between the adult reader and the child listener. In Chapter 1, we present the background of this paper and why we chose to focus on picture book reading in childcare settings. Many researchers and practitioners of picture book reading argue that children to whom their parents read picture books daily will unconsciously remember this experience, and these memories will support them in a lasting way. However, there has been little research on the effects of picture book reading by caregivers and kindergarten teachers on children in childcare settings.
　　In Chapter 2, we point out the need for an intrinsic understanding of the picture book experiences of caregivers and children in childcare settings from the perspective of a theory of child readership.
　　In Chapter 3, we point out the methodological problems inherent in this perspective. To overcome this difficulty, we propose to examine episodes and reflections written by a kindergarten teacher who shares experiences of reading picture books with children.
　　In Chapter 4, we present narrative descriptions of some episodes of four-year-old children’s conversations and activities after the kindergarten teacher reads picture books to them. Through these narratives, it is shown that the children unconsciously realize the “bond” they have with the kindergarten teacher who has been reading picture books aloud to them daily, and that this “bond” becomes a force encouraging them and supporting them against the difficulties and anxieties they face in their lives.
　　In Chapter 5, we conclude that when an adult reads a picture book to children, they freely embark on an adventure in the world of picture books based on their sense of security that the adult will be there for them. We also conclude that children’s picture book adventures in kindergarten, based on a relationship of security and safety with their teacher, can provide lasting support and encouragement even after the picture book has been read.},
 pages = {55--77},
 title = {絵本の読みあいから生まれる「人間の絆」―保育の場での子ども読者論の試み―},
 volume = {2},
 year = {2022},
 yomi = {ムラタ, ヤスト and クロイワ, マユ}
}