5歳児クラス後半における幼児の描画行為の変容過程に関する考察

モノ・他児との相互作用がもたらす概念的思考に着目して

抄録

This study aimed to clarify how drawing children interact with objects and other children, how children transform their drawing acts, and the kinds of conceptual thinking they form in response. Participatory observation was employed in the Certified Children's Nursery classes of 5-6-year olds for six months, and an analysis was conducted using the theory of conceptual play (Fleer, 2011). Altogether, we extracted 44 episodes regarding the children’s transformation of drawing actions. The results suggest that during interaction with others, empathy for objects or others in the community results in the following internal transformations: 1) object-meaning relations, 2) role-imaginary situation relations, and 3) imaginary situation-rule relations. This has implications for the manner in which drawing acts allow children to move from spontaneous concepts to more scientific ones, thus playing an important role in promoting higher mental functions.