幼児期における規範意識醸成のための指導指針の具体性に関する考察 -米国のハイスコープ就学前教育カリキュラムに着目して-

Abstract

This paper examines the favorable concreteness of teaching methods for nurturing the normative consciousness in early childhood. "Course of study for Kindergarten" in Japan and HighScope Preschool Curriculum in the U.S. are picked up as main objects. In the Japanese national preschool guideline, two areas, Human Relationship and Environment, cover to some extent normative consciousness. As original guideline is very simple and has abstract and vague description, additional "Manual" serves as the actual guideline for instruction. While "Manual" explains some works of preschool teachers, they still lack the clarity. On the other hand, the HighScope divides the objects of early childhood education into 8 areas and 51 sub items (Key Developmental Indicator: KDI). The normative consciousness is treated in one of 51 KDIs named "Moral Development". Although the direction of the HighScope curriculum isn't much different from that of Japanese guidelines, it puts a lot of thoughts into helping teachers understand the essence of the curriculum. For example, it includes four important elements of teaching strategy, explanations of actual conversation and a comprehensive table. The Characteristics of preschool education doesn't always need excessive details and tends to leave much to teachers. It is necessary, however, for Japanese guidelines to have the concreteness like the HighScope to prevent regional disparities.