日本幼少児健康教育学会誌
Online ISSN : 2435-2322
Print ISSN : 2189-6356
ISSN-L : 2189-6356
5 巻 , 2 号
選択された号の論文の4件中1~4を表示しています
  • 三宅 孝昭
    2020 年 5 巻 2 号 p. 49-50
    発行日: 2020年
    公開日: 2020/09/01
    ジャーナル オープンアクセス
  • ―養護教諭が行うリスク・マネジメントの観点から食物アレルギー研修に注目して―
    八木 利津子
    2020 年 5 巻 2 号 p. 51-64
    発行日: 2020年
    公開日: 2020/09/01
    ジャーナル オープンアクセス
    During school lunch, in the case of anaphylactic shock and other crises, rapid response is essential. Through consideration of case-studies, this research examines food allergy teachers' training in elementary schools as a means of crisis preparation and prevention. Analysis of survey results gathered from a school nurse in “A” City in 2014 regarding food-allergy near-miss incidents, revealed that there are a number of issues in schools regarding the approach and reaction to food-allergy crises as well as the first-aid treatment. In response to this situation, the author of this study developed a training program to share with “A” City Elementary Schools (two small, one medium-sized school, and one large school with a total of 100 teachers). In 2016, the same teacher-training was conducted in order to determine its effectiveness. From the survey results, at the smaller schools, compared to the teachers who experienced the food-allergy training, the teachers who had not experienced the food-allergy training were more likely to select “no interest” when given the option of participating in food-allergy training session. Also, teachers who had participated in the training established clearer roles and procedures for times of conflict, and further refined their methods of risk prevention. Following the training, the number of teachers with knowledge regarding risk prevention, increased, and the largest increase was found in the number of teachers interested in pursuing training regarding risk-prevention organizational structures. Additionally, based on the results of the teachers’ written responses, there appears to be a high demand for simulation training in addition to theoretical training.
  • -Y幼稚園のミニバスケットボール活動事例より-
    新本 惣一朗, 生関 文翔, 友末 亮三
    2020 年 5 巻 2 号 p. 65-72
    発行日: 2020年
    公開日: 2020/09/01
    ジャーナル オープンアクセス
    The purpose of this study was not only to investigate the basketball activity of the Y- kindergarten, but also to intend to the further spread of basketball in Japan from the infancy. The method was two times of observation and interview to a Mini-Basketball coach and a director. As a result, Y-kindergarten there being a coach of the Mini-Basketball and basket goal set up both indoors and outdoors, help pre-school children to grow through playing basketball. In the future, in order for basketball to become more widespread in Japan, it became clear that it was necessary to experience Mini-Basketball from early age and to set Mini-Basketball goals in each kindergarten and nursery schools.
  • 髙橋 敏之, 馬場 訓子, 横田 咲樹
    2020 年 5 巻 2 号 p. 73-82
    発行日: 2020年
    公開日: 2020/09/01
    ジャーナル オープンアクセス
    Takeshi‌ Arai‌ (1964)‌ said,‌ F.‌ Frobel [1782-1852]‌ dedicated‌ his‌ life‌ to‌ “research‌ and‌ practice‌ of‌ education” ‌and ‌“kept ‌working ‌until ‌he ‌died ‌without ‌rest ‌to ‌spread ‌kindergarten ‌education ‌and ‌establish ‌an‌ institution‌ to‌ train‌ nursery-school‌ teachers‌ while‌ devoting‌ himself‌ to‌ kindergarten‌ education‌ by‌ facing‌ several‌ challenges ‌especially ‌late ‌in ‌life. ‌‘Kindergarten’ ‌is ‌a ‌creative ‌work ‌that ‌he ‌presented ‌to ‌human. ‌His‌ name ‌became ‌famous ‌by ‌this ‌and ‌will ‌be ‌immortal ‌with ‌this”.‌ “Human‌ Education”‌ written‌ by‌ Frobel‌ (1826)‌ is‌ a‌ classic‌ book‌ of‌ early‌ childhood‌ education‌ read‌ in‌ succession‌ among‌ people‌ involved‌ to‌ childcare‌ still‌ present,‌ 193‌ years‌ later‌ after‌ published.‌ At‌ the‌ beginning,‌ Frobel‌ defines‌ such‌ as‌ “Study‌ of‌ Life”,‌ “Pedagogy”,‌ “Theory‌ of‌ Education”,‌ “Educational‌ Technology”,‌ and‌ “Purpose‌ of‌ Education”‌ by‌ very‌ simple,‌ appropriate,‌ and‌ close‌ sentences.‌ We‌ can‌ reconfirm ‌universality‌ of ‌Frobel’s ‌writing ‌capturing‌ the ‌education ‌nature ‌by ‌reading ‌such ‌sentences. It‌ could‌ be‌ highly‌ significant‌ to‌ consider‌ his‌ writing‌ created‌ by‌ his‌ extraordinary‌ and‌ intuitive‌ insight‌ approaching‌ the‌ nature‌ of‌ early‌ childhood‌ education‌ by‌ projecting‌ it‌ on‌ early‌ childhood‌ education‌ in‌ the‌ modern‌ Japanese‌ society.‌ This‌ paper‌ was‌ subject‌ to‌ “Chapter‌ 1‌ Foundations‌ of‌ the‌ Whole”,‌ extracted‌ writing‌ concerning‌ “body”,‌ and‌ considered‌ in‌ relevance‌ with‌ childcare‌ details,‌ “Health”‌ field.‌ The‌ results‌ showed‌ an‌ issue‌ to‌ require‌ reconsideration‌ of‌ close‌ relationship‌ between‌ physicality‌ and‌ spirituality‌ or‌ modern ‌childcare. Of ‌particularly ‌interest ‌is ‌firstly ‌a ‌point‌ in ‌which ‌we ‌can ‌confirm ‌spirituality ‌of ‌“responsive ‌engagement”‌ or‌ “affective‌ bond”‌ that‌ Japanese‌ infant‌ childcare‌ focuses‌ in‌ “Childcare‌ Guidelines”‌ and‌ consistency‌ with‌ writing‌ by‌ Frobel.‌ It‌ can‌ indicate‌ that‌ ideas‌ or‌ philosophies‌ by‌ Frobel‌ are‌ underlying‌ childcare‌ ideas‌ in‌ Japan.‌ Secondary,‌ “initial‌ smile”‌ by‌ Frobel‌ probably‌ means‌ “social‌ smile”‌ and‌ it‌ emphasizes‌ spirituality‌ in‌ mother-child‌ and ‌brother-sister ‌relationship ‌by ‌a ‌term, ‌“high ‌level ‌of ‌sympathy”. Thirdly, ‌Frobel‌ suggests‌ the‌ significance‌ of‌ sense‌ education‌ including‌ sensory‌ organs‌ or‌ physical‌ activities‌ in‌ infancy.‌ Also,‌ “initial‌ formation ‌impulse” ‌such ‌as ‌“play”, ‌“building ‌blocks”, ‌and ‌“molding” ‌can ‌be ‌restated ‌as ‌being ‌aware ‌of ‌self-expression ‌activities. ‌A‌ practical ‌site ‌of ‌childcare ‌tends ‌to ‌focus ‌on ‌sensory ‌learning ‌as ‌the ‌age ‌of ‌children‌ becomes‌ younger.‌ Fourthly,‌ Frobel‌ always‌ focuses‌ on‌ consistency‌ of‌ physicality‌ and‌ spirituality.‌ “Healthy‌ mind‌ and‌ body”‌ and‌ “health‌ of‌ mind‌ and‌ body”‌ are‌ described‌ in‌ “Kindergarten‌ Education‌ Guidelines”‌ and‌ “Childcare ‌Guidelines”‌ in ‌Japan‌ and ‌Frobel’s ‌ideas‌ to ‌unity ‌of ‌spirit ‌and ‌body ‌could ‌come ‌down‌ to ‌childcare‌ in ‌modern ‌Japan.
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