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北海道大学大学院教育学研究院紀要 = Bulletin of Faculty of Education, Hokkaido University >
第126号 >

幼児期における仲間関係に関する研究の動向 : 個体能力論と関係論の循環の先へ

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Please use this identifier to cite or link to this item:http://doi.org/10.14943/b.edu.126.75

Title: 幼児期における仲間関係に関する研究の動向 : 個体能力論と関係論の循環の先へ
Other Titles: Review of researches on peer relationships in early childhood : What are the unresolved issues revolving around children's abilities and relationships?
Authors: 及川, 智博1 Browse this author
Authors(alt): Oikawa, Tomohiro1
Keywords: 幼児期
仲間関係
個体能力論
関係論
活動理論
Early childhood
Peer relationships
Cartesian view
Relational view
Activity theory
Issue Date: 30-Jun-2016
Publisher: 北海道大学大学院教育学研究院
Journal Title: 北海道大学大学院教育学研究院紀要
Volume: 126
Start Page: 75
End Page: 99
Abstract: 本研究は,幼児期における仲間関係に関する先行研究について整理し,現状および課題とその背景を明らかにすることを目的とした。本研究では,仲間関係に関する先行研究について,(1)個体能力論に沿う研究,(2)関係論に沿う研究の,2つの軸によって概観した。その結果,以下のことが示唆された。第1に,幼児個々の社会的発達から,仲間関係の形成を説明する議論や,その循環関係に関する議論は多数行われてきたものの,仲間関係から幼児の社会的発達を説明可能とする議論はほとんど見出されておらず,研究間の共通認識に留まっていることが示唆された。第2に,仲間関係の形成から幼児の発達について説明する際には,仲間関係の形成それ自体に,発達の契機を見出す必要性が示唆された。その際には,仲間関係の形成や変容について,幼児の参加する活動や,その前提となる幼稚園の教育的意図や活動文脈を含み込んで分析する必要性が示唆された。
This paper reviews the studies of peer relationships in early childhood, and discusses a number of current issues related to this area of study. Firstly, the author organized these studies into two main groups. The first group of study comprises research that focused on individual's social ability and skills, and is further categorized into three areas: 1) Social cognitive ability, 2) Social skills, and 3) Sociometric states. Next, the second group of study centered on children's relationships, which can be classified into two areas: 1)Interactions among children prior to a play, and 2) Development of children's peer relationships. Based on the findings from the above studies, the author suggested two issues. Firstly, many studies discussed the formation of peer relationship by analyzing the individual children's social ability and skills. Although, it is often known that peer relationships influence children's development, little is known about how social development proceed from peer relationships. Secondly, the author suggested that there is a need to determine the stages of development during the process of peer relationships' formation. In other words, future work should not only analyze the process of how children's relationships are formed, but also the nature, context, and educational goals of those activities that children participate in the early childhood settings.
Type: bulletin (article)
URI: http://hdl.handle.net/2115/62505
Appears in Collections:北海道大学大学院教育学研究院紀要 = Bulletin of Faculty of Education, Hokkaido University > 第126号

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