保育現場における前言語期の子どもの「指さし行動」

抄録

This study aimed to observe infants' production of pointings during the preverbal vocal period at a nursery school. Participants were four 1-year old children (one boy and three girls). The characteristics on infant production of pointing were classified into seven categories ("a. attention getting", "b. place and direction", "c. naming", "d. demand", "e. question", "f. explanation", "g.imitation"), and of those which were inapplicable to any other categories were classified into the category of "h. others". The main results were as following. First, in the nursery school, the frequency of pointing increased as children developed. Second, by comparing the average frequency of infants' pointing manipulated "in infant-adult (nursery teacher) interaction" and "in peer interaction", the frequency of pointing "in peer interaction" was significantly more than that "in infant-adult interaction". Third, the ratio of infants' pointing, categorized into "f. explaination" was high, both "in infant-adult interaction (36 %)" and "in peer interaction (31 %). Although the ratio of infants' pointing "in infant-adult interaction" was high in "d.demand" (20 %) , and in "e. question" (14 %), the ratio of pointing "in peer interaction" was high in "h. others" (23 %), and in "g.imitation" (17 %). Moreover, the ways of pointing gestures were different among these categories. These findings suggest that children's intention to produce pointing, should be considered to be different, depending on whom they tried to interact (adults and peers). Finally, because there were some distinctions among infants' pointing categorized as "h. others", further categorization was done, and classified into three categories ("instructive pointing", "greeting/confirmation", and "pointing toward imaginative objects").