Caring and dialogue between children and the world:The developmental processes of play

Keiko Iwata （ Tamagawa University ）

Kumiko Udagawa （ Sagami Women’s University ）

Hiroko Hayashi （ St Margaret’s Junior College ）

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2014 ISCAR

Words of Kindergarten teachers

I am encouraged by children, and I am healed by the smile of a child. I am taught by a child and brought up by a teacher. Children are great. They are interesting. There is discovery and surprise every day.

In childcare, there are problems and a series of embarrassments every day

But

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Interactivity of the “care" in childcare①

A teacher does more than take care of a child; the teacher and child also have an interactive, caring relationship.A child is the beginning of care of the teacher.

Sense of Wonder3

Child Teacher

My viewpoint when I observe "play" Do children play or not? If they play with “someone“, this is an

important point My field notes Teachers Parents

Viewpoints focus on relationships with people If a relationship is with a thing, it is difficult to

view related conversation as "play"

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The world that a child takes care of

Listen to the object and the voice in the object

Interactivity of the "care" in childcare②

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objectperson

CHILD

The world that a child cares about

listening to the world in which the child cares

Listen to the object and the voice in the object

objects

Taking care of the world that a child performs "care" of

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people

Child

Teacher

Caring (Noddings, 1984, 2005)

The basic caring relation is an encounter Mature relationships are characterized by mutuality

The carer is characterized by engrossment, receptive, motivational displacement

One who is cared for is characterized reception recognition, response

Caring for animals, plants, things, and ideas The world of objects and instruments

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The purpose of this study

Understanding the world that children care about We focus on "the relationships between the

child’s objects" How can we form a new understanding of “play”?

Suggestions regarding the ways in which kindergarten teachers care

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Daily life in a Japanese Kindergarten School year: from April to March Age of children: 3–6 years 9:00–14:00

Encouraging children to undertake voluntary activities

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Dialogue with objects in Kindergarten Focused on K’s play in kindergarten K is a boy and often plays with objects

There are bath mats, tires, and large seats in the gardens.

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3-years-old in winter; K and sand ：The space that is followed

モモノノobjectspeople

The world that a child cares about12

The relationship between K and the object

K

Other children begin to liken it to a house

objects

Other children in the area in which K relates to objects begin to relate to the same objects

people

There was a house nearby.Was my place too?

objects

Because K was in the same area as other children, he was interested in them

People

Moving various objectsin time for putting in order

objects

After the other children left, K became interested in the objects

people

4-year-olds in autumn ：selling acorns

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We are selling acorns.

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Displaying and selling

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objects

Creating the same play with each stance

people

4-year-olds in winter ：taking “karuta”

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objects

Separate relationships with one thing

people

5-year-olds in spring ：making a house

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objects

Children make use of ideas with each stance

people

FindingsFocusing on the relationships between a child and objects When we value the world of the child who

cares about objects Other children’s worlds begin to make

contact with the world of the child involved in play and begin to be piled up

The fields that value the processes involved in children’s care toward objectsHow do kindergarten teachers support this

point ?

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