How do kindergarten teachers watch over children in situations where children interact with nature?

Based on interviews with teachers in different natural environments

Abstract

The purpose of this study was to clarify how kindergarten teachers watch over children ( Mimamoru (注1)) in situations where children interact with nature. Semi-structured interviews were conducted with five teachers working at forest kindergarten Z (hereafter referred to as “Z teachers”) and seven teachers working at public kindergarten Y (hereafter referred to as “Y teachers”). The narratives of these teachers were analyzed using qualitative data analysis techniques, and the following findings were obtained. The teachers in kindergarten Z, which is surrounded by a natural environment, account for the time of year and the children's development stage, and wait while understanding the children's condition, thereby taking a long-term view of the children's development, deepening their understanding of the children and accepting the children as they are. When children need a teacher, the Z teachers stay close to and empathically relate with the children. On the other hand, the teachers in kindergarten Y, where there is limited natural environment, encourage the children to experience the joy of discovery, verbalize and share the children's emotions and sensitive changes in their hearts due to the nature experience, and talk to the children so that they can have a common experience in a uniform manner. It was also evident that the Y teachers tried to understand the children, but refrained from intervening and talking too much to the children before considering the contents necessary for assisting the children.