2017 Volume 68 Issue 3 Pages 103-112
Differences in the perspectives for “understanding children” based on years of teaching experience were investigated. Participants were in-service childcare workers (N＝136). Video clips of small children were shown to the participants and they were asked to identify the children's feelings based on these, as well as reasons for their behaviors using the free description method. Their responses were categorized and perspectives for understanding children were analyzed. The results indicated that novice workers focused on both “external understanding,” such as behaviors and “internal understanding,” such as feelings. On the other hand, experienced workers considered the “background” of the children, such as their family environment, and attempted to understand children from a more diversified perspective.
