Departmental Bulletin Paper 特別支援学校(聴覚障害)における就学前段階での日本語文字の導入と使用 : 幼稚部・教育相談部での日本語文字の使用に関する2010年度調査結果
The Introduction and the Usage of Three Kinds of Japanese Characters (Hiragana, Katakana, and Kanji) at the Preschool Stages in Japanese Schools for the Deaf: Results of the 2010 Survey

谷本, 忠明  ,  隅田, 裕維菜  ,  林田, 真志

(14)  , pp.77 - 86 , 2016-03 , 広島大学大学院教育学研究科附属特別支援教育実践センター
This paper reported the results of survey on the introduction (presentation) and the usage of three kinds of Japanese characters (Hiragana, Katakana, and Kanji) at the preschool department (age of 0 to 5) of Japanese Deaf schools (97 in total) at 2010. Hiragana characters were introduced (presented) and used at almost of all the schools, in some schools were introduced (presented) in the several situations at the class of babies (below the age of three). However, few schools were tutoring reading or writing of hiragana as a part of the curriculum. That was the same on katakana and kanji, and the fewer schools introduced (presented) to the preschool children than those of hiragana. As comparing with the results of the former our two surveys regarding the usage of Japanese character(s), the percentage of the number of schools that were using hiragana at the several educational activities were reduced. Additional research should be done regarding the usage of Japanese characters at the preschool stage, as it would be one of the fundamental skills for the subject learning, starting immediately after entering the elementary school department. It also suggested that how the teachers of preschool deaf children should introduce (present) and teach the reading and writing of three Japanese characters for the successful entering into subject learning.

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