領域「言葉」に関連する絵本に対する保育者の意識

Abstract

The purpose of this study is to clarify the nursery teachers’ awareness for picture books related to “language” as a curriculum component. The authors conducted an interview survey with three nursery teachers and analyzed the data obtained from them using Steps for Coding and Theorization (SCAT). As a result, it became clear that nursery teachers perceived the practice of picture books in the comprehensiveness of childcare and the continuity of child development. The nursery teachers were aware of the importance of the individuality of children and their assistance to support it, and they were forming an environment in which picture books were used to practice childcare based on their understanding of children. And they were also trying to improve the quality of childcare by reflecting on their own practices. In addition, the nursery teachers were aware of the growth of individuals and groups when practicing childcare using picture books. It also turned out that the function of the picture books indicated by “language” as a curriculum component described in course of study for kindergarten overlapped with the awareness of the nursery teachers for picture books.