Technical Information
Comparison of Picture Book Reading Practices in Face-To-Face and Remote Situations in Kindergarten
2024 Volume 48 Issue 3 Pages 571-584
Details
2024 Volume 48 Issue 3 Pages 571-584
新型コロナウイルス感染症の拡大後，休園中でも幼児の教育を継続するためにICT (Information and Communication Technology) を活用した遠隔での教育実践が実施された．遠隔での教育実践は，対面で行うことが難しい幼児への支援として今後も実施されると予測される．そこで本研究では，遠隔で実施した絵本の読み聞かせについて報告する．本研究では，遠隔での読み聞かせの実践方法と，読み聞かせに対する読み手と幼児の発話を報告する．読み聞かせは，保育者養成課程に所属する短期大学生が12名から13名の幼稚園児に対して行った．読み聞かせは遠隔だけでなく対面でも実施し，両場面の発話について比較を行った．その結果，遠隔場面の読み聞かせでは，読み手の発話により幼児が発話する様子が観察できたものの，対面場面に比べ交流を示す発話は少なかった．この要因について今後より詳細な検討が必要である．
Due to school closures during the spread of the new coronavirus (COVID-19) pandemic, remote educational practices through information and communication technology (ICT) were conducted for the continuation of education for preschool children. In the future, it is expected that remote educational practices will be conducted to support children with difficulties in face-toface teaching. Thus, this study focuses on a remote reading program conducted by a junior college student in the kindergarten teacher training course with 12 or 13 kindergarteners. Communication was observed between this student and the children during the reading. The practices were performed in both remote and face-to-face situations, after which their communication was compared. Based on the findings, in the remote situation, we could observe the children’s reactions to the student's actions. However, there were fewer interactions between the children and the student than those in the face-to-face situation. Further research is required to examine the causes of this matter.
