Departmental Bulletin Paper 保育実習のシステム構築に向けて : 子どもと触れあう機会の少ない学生の保育者養成の模索
A Study of the System Construction of Childcare Training : For Students with Little Opportunity to Interact with Children

関口, 悠子  ,  吾田 富士子  ,  Yuko, SEKIGUCHI  ,  AZUTA Fujiko  ,  藤女子大学人間生活学部保育学科  ,  藤女子大学人間生活学部保育学科  ,  Faculty of Human Life Sciences Department of Early Childhood Care and Education  ,  Faculty of Human Life Sciences Department of Early Childhood Care and Education

52p.57-63 , 2015-03-31
The present curriculum in the early childhood care and education department at the authors' university allocates more practicum credit hours than are stipulated in the nation's curricular requirements for a government-issued certificate in childcare. As part of this curriculum,one segment of the practicum course is designed specially for first-year students,in which the students work collaboratively in small groups for a period of one year. In the early stage of the practicum, students tend to exhibit only a vague, surface understanding of how children behave and of how effective childcare is actually practiced, with many showing a high degree of passivity and dependency despite substantial instruction. Over time, however, through their actual experience with childcare, interactions with children, and guidance from the practicum teaching staff, they become aware of their own issues and struggle to address them through trials and errors. Moreover, they begin to develop a fuller, more substantive understanding of how children feel and behave in reality and realize the true meaning and value of the childcare profession. The outcome of the practicum course suggests that the extra credit hours in the curriculum do help those inexperienced students to grow as caregivers and mature mentally. The next step to enhance the practicum curriculum would involve efforts to help students have a clearer image of childcare, allow sufficient time for students to make trials and errors, and craft finer-grained instructional methods tailored to the needs of individual students.

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