生態学的現実における発達と教育の可能性を求めて : 幼稚園での子どもの活動の質的解析から(実験室を飛び出す心理学,1997年度 第1回フォーラム)

抄録

This paper presented the summaries of an theoretical framework which I have been constructing in recent years for the analysis of early childhood education settings. Adopting an ecological psychological point of view after J.J. Gibson, E.S. Reed, M.Sasaki, and others, main parts of development and education in young childhood were conceptualized to be the acquisition of affordances in the nearby environments. Young children repeatedly encounter with objects in the specific places of their immediate environments to form routinized activities which consists of affordances they acquire. But in any routine, some perturbations that are not covered by that routine occur, where a new routine might emerge. In order to analyze these processes, a qualitative episode analysis method was used. In this method, any prior category systems were not assumed. Instead, verbal description of actual operating system was pursued. From this framework, how to make an ecologically sound early childhood education was discussed.