A Study of Preschool Teachers’ Instructions for “Seikatsu-ga”

An Analysis of Their Strategy and Purpose

Abstract

In this study I analyze preschool teachers’ instructional strategy and purpose for introducing “Seikatsu-ga” (drawings of daily life) to their students. I visited public preschools and observed their drawing activities. Based on the gathered data, I categorized the interactions between young children and teachers. From my observations and interpretations I assembled and analyzed the preschool teachers’ various pedagogical strategies and underlying purposes. Preschool teachers’ instructions included not only recalling images but also various directives such as, “encouraging the awareness and sharing of experiences,” “experiences through drawing,” “strategy to materialize images,” and “confirmation of concrete general instructions.” The findings contained in this study are intended to provide guidelines for instructions on the introduction of drawings. I believe this study can help us to reconsider the activities associated with drawings and to better realize the ideal method of “Seikatsu-ga.”