open access

https://doi.org/10.14943/rcccd.14.49

https://hdl.handle.net/2115/77557

Practical research on the form of individualized teaching plan and documentation based on“ credit model” in early childhood care and education for children with special needs

日本語

Documentation

2020-03-25

Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University

Annual Report of Research and Clinical Center for Child Development

14

49-69

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.

紀要論文

Version of Record

1882-1707

AA12203623