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私立幼稚園に在籍する特別な支援を要する幼児の個別の指導計画に記述される「目標」に関する研究
吉川, 和幸
Permalink : http://hdl.handle.net/2115/56423
JaLCDOI : 10.14943/b.edu.120.23
KEYWORDS : 幼稚園;特別支援教育;特別な支援を要する幼児;個別の指導計画;目標;private kindergarten;special needs education;children with special needs;individualized teaching plan;objective
Abstract
本研究では，私立幼稚園において，特別な支援を要する幼児に対して作成される個別の指導計画の分析を通して，特別な支援を要する幼児に対して，保育者はどのような目標を立てているのか，その傾向を明らかにすることを目的とした。分析対象資料として，76 園，248名分の個別の指導計画を用いた。分析対象資料から長期目標，短期目標，領域別ねらいの3 つの目標を抽出した。そして，幼稚園教育要領に記載されている5 領域のねらい及び内容を参考にし，抽出した3 つの目標ごとに，記述内容が5 領域のいずれに該当するか分類を行った。分類後，それぞれの領域ごとに，KJ 法を用いて，記述内容のカテゴリー分類を行った。5 領域への分類の結果，長期・短期目標，領域別ねらいともに，領域「人間関係」，「健康」，「言葉」に該当する目標の割合が高く，領域「表現」，「環境」に該当する目標の割合は低いことが示された。また，KJ 法によるカテゴリー分類では，長期・短期目標，領域別ねらいともに，特定のカテゴリーに関する記述内容の割合が高い結果が示された。考察では，目標が特定の領域やカテゴリーに偏る背景には，保育者が，特別な支援を要する幼児の，幼稚園における集団への適応を重視する傾向があることを指摘した。また，記述された目標の学年間の差異について，領域ごとに考察するとともに，今後の課題について論じた。
The purpose of this research is to examine the tendency of the objectives which have been selected by the teachers for the private kindergarten children with special needs， through the analysis of their individualized teaching plans； more specifically， individualized teaching plans for 248 children with special needs in 76 kindergartens. Three objectives， namely long-term goals， short-term objectives， and area-specific aims were extracted from the analyzed materials. They were classified according to aims and content of the five areas （health， human relationships， environment， language， and expression） of the Japanese course of study for kindergarten. The descriptions classified in each area were categorized using the KJ method. The analysis of the long-term goals and short-term objectives， and area-specific aims shows that the ratio of the objectives in the areas of “human relationships”， “health”， and “language” were higher than those of “expression” and “environment”. According to the above mentioned analysis by the KJ method， some of the individual categories have shown a higher ratio for both the long-term goals and short-term objectives， and area-specific aims. In the discussion section， I suggest that the teachers are placing greater importance on helping children with special needs to adapt to communal living in the kindergartens. Additionally， the differences between the objectives of each grade and the future direction are discussed.
The purpose of this research is to examine the tendency of the objectives which have been selected by the teachers for the private kindergarten children with special needs， through the analysis of their individualized teaching plans； more specifically， individualized teaching plans for 248 children with special needs in 76 kindergartens. Three objectives， namely long-term goals， short-term objectives， and area-specific aims were extracted from the analyzed materials. They were classified according to aims and content of the five areas （health， human relationships， environment， language， and expression） of the Japanese course of study for kindergarten. The descriptions classified in each area were categorized using the KJ method. The analysis of the long-term goals and short-term objectives， and area-specific aims shows that the ratio of the objectives in the areas of “human relationships”， “health”， and “language” were higher than those of “expression” and “environment”. According to the above mentioned analysis by the KJ method， some of the individual categories have shown a higher ratio for both the long-term goals and short-term objectives， and area-specific aims. In the discussion section， I suggest that the teachers are placing greater importance on helping children with special needs to adapt to communal living in the kindergartens. Additionally， the differences between the objectives of each grade and the future direction are discussed.
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