保育実践の再構築における中堅保育者の保育観変容に関する研究―年齢別保育から異年齢保育への移行に着目して―

抄録

The aim of this study was to clarify the process by which a mid-career childcare teacher’s views on childcare shifted during a restructuring of the early childhood education and care (ECEC) center’s childcare practices. An interview was conducted with Teacher Z, a mid-career teacher who experienced the transition from same-age to mixed-age childcare, and the data were analyzed using the Trajectory Equifinality Approach (TEA).

The Equifinality Point was defined as “I want to support children’s development through mixed-age childcare.” The process leading to this point was divided into four phases:(1) the period of confusion about the transition,(2) the period of examining the transition,(3) the initial stage of implementation (the first year of transition),and (4) the period of assuming the role of chief teacher (the second year of transition).

Initially, Teacher Z experienced anxiety about the shift to mixed-age childcare. However, through implementing partial mixed-age childcare once a week, she gradually developed a sense of understanding and confidence, which led to a shift in her views on childcare toward the second Equifinality Point, defined as “I want to support children’s development through mixed-age childcare.” Furthermore, the transition resulted in deteriorating relationships among mid-career teachers. Through confronting the conflicts and difficulties arising from this experience, her views on childcare shifted toward “I want to support children’s development within a childcare system collaboratively created by the entire nursery school.”

The findings of this study may provide implications for ECEC centers considering the restructuring of their childcare practices.