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障害児保育における「信頼モデル」に基づく個別の指導計画及び保育記録の開発と実践
吉川, 和幸;東, 重満;川田, 学
Permalink : http://hdl.handle.net/2115/77557
JaLCDOI : 10.14943/rcccd.14.49
KEYWORDS : 障害児保育;障害幼児;信頼モデル;個別の指導計画;保育記録;Early childhood care and education for children with special needs;Children with special needs;Credit model;Individualized teaching plan;Documentation
Abstract
本研究では、保育環境に対する子どもの能動性に着目し、評価する「信頼モデル」を実装した、障害のある子どもの個別の指導計画及び保育記録の様式を開発し、開発した様式を用いた実践の結果から、幼稚園における障害のある子どもに対する発達支援の在り方について検討することを目的とした。3名の対象児に対して、個別の指導計画の作成、保育記録の作成、振り返りと対話の実施、以上の手続きを実践した結果、保育者は、①欠損モデルの視点を含めながらも、学びの構えの視点を中心に、子どもを捉え、保育記録を作成していた。②保育記録の情報を基にした振り返りと対話を通して、多様な視点から子どもを評価していた。③振り返りと対話を基に次の手立てを構想し、実践の結果を、個別の指導計画の評価としてまとめていた。考察では、開発した様式の効果と、障害のある幼児の発達支援の在り方について、実践結果と、保育者への事後アンケートの意見を基に論じた。
This study examined how to support the development of children with special needs in kindergartens should be. For this purpose, this study developed an individualized teaching plan and a documentation format for special needs children, which included the perspective of the “credit model” to evaluate and pay attention to children's activeness to the childcare environment. Then, this study intervened in 9 kindergarten teachers by focusing on the support of 3 children with special needs. This intervention included writing alternative individualized teaching plans and documentation, reflections, and dialogues with colleagues. Results suggested that 3 findings. First, teachers had changed to record childcare practices focusing on children's learning dispositions more than children's deficits of abilities. Second, teachers had changed to evaluate children's development from various perspectives by the experiences that reflections and dialogues with colleagues based on the documentations. Third, teachers had changed to shape, do practice, and evaluate their support for children based on the reflections and dialogues. This study discussed the effect of this study's format of the individualized teaching plan and the documentation based on the practice's results and the opinions of the questionnaire by the teachers. These discussions suggested the alternative direction about supports the development of children with special needs in kindergartens.
This study examined how to support the development of children with special needs in kindergartens should be. For this purpose, this study developed an individualized teaching plan and a documentation format for special needs children, which included the perspective of the “credit model” to evaluate and pay attention to children's activeness to the childcare environment. Then, this study intervened in 9 kindergarten teachers by focusing on the support of 3 children with special needs. This intervention included writing alternative individualized teaching plans and documentation, reflections, and dialogues with colleagues. Results suggested that 3 findings. First, teachers had changed to record childcare practices focusing on children's learning dispositions more than children's deficits of abilities. Second, teachers had changed to evaluate children's development from various perspectives by the experiences that reflections and dialogues with colleagues based on the documentations. Third, teachers had changed to shape, do practice, and evaluate their support for children based on the reflections and dialogues. This study discussed the effect of this study's format of the individualized teaching plan and the documentation based on the practice's results and the opinions of the questionnaire by the teachers. These discussions suggested the alternative direction about supports the development of children with special needs in kindergartens.
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