open access

https://doi.org/10.14943/b.edu.132.59

https://hdl.handle.net/2115/71467

Education for the Physically Handicapped and Clinical Research on Human Development and Education in Japan

日本語

Henri Wallon

2018-08-30

北海道大学大学院教育学研究院

北海道大学大学院教育学研究院紀要

132

59-74

This study focused on clinical pedagogical approaches adopted by teachers and helping professionals for children with physical disabilities in Japan. The findings showed that the educational ideas on development advocated by Henri Wallon had a significant effect on human development professionals such as teachers involved in the education of physically and mentally impaired children. Around 1980 in particular, against the background of the diverse state of children with various severe/multiple disabilities at schools for disabled children, Wallon's theory, which anticipates children's ego-strength and sociality from their posture, strain and emotion, supported teachers' actual practices. His paper － Importance du mouvement dans le développement psychologique de l'enfant － discussed the importance of helping severely impaired children to achieve emotional development and enhance relationships with people around them via essential communication based on exercise. Examination of actual practices engaged in by self-care activity teachers revealed a highly advanced professional stance based on an awareness that activities are educational practices aimed at independence rather than a form of treatment, and that such personnel do not merely provide support for the exercise of children with physical disabilities; they also provide comprehensive support for sound development based on physical interaction with attention to various factors such as posture, strain, attitude, gestures and stance. This paper also highlights the importance of involvement in research with a clinical pedagogical perspective.

紀要論文

Version of Record

1882-1669

AA12219452