A Study Based on the Childcare Field Experiences Training Students' Practical Skills : How the Experience of Second Year Students at an Affiliated Kindergarten Contributed to Kindergarten Teaching Practice During the First Term in Third Year

2016年度,幼児・保育専攻では新たに2学年で同大学附属幼稚園での現場体験を設定した。本論の目的はこの現場体験が幼稚園教育実習(前期)にどのように影響し,実践力養成に有効に機能したのかを検討することである。本論では,まず2年次の附属園体験が3年次の幼稚園教育実習(前期)にどのように影響したかについて体験シートの記述を基に分析した。幼稚園教育実習(前期)で初めて保育現場に出るよりは,2年次に附属園体験を行うことで,事前の意欲や達成感が高まることがわかった。次に,現場体験を通した実践力の向上について10名の学生の事例を定性的に分析した結果,保育の現場体験が,実践力養成に有効に機能したと考えられる6点が明らかになった。最後に,特定の学生だけではなく,より多くの学生が現場体験を通して実践力を高めていくための方法について考察した。For the second year child care course, we set up a new practical experience at the kindergarten affiliated with the university as a free field experience in 2016. The purpose of this study was to consider how this work experience affected kindergarten teaching practice (first term) and how effective it was for practical skill training. In this study, first I analyzed experience sheets to find out how affiliated kindergarten experience in the second year contributed to kindergarten teaching practice (first term) in the third year. I discovered that practical experience in the second year at the kindergarten affiliated with the university, raised motivation in advance and the sense of accomplishment was better than going to a nursery school for teaching practice in the first term of the third year. Second, I examined improving practical skills through onsite experience based on the cases of 10 students. As a result, 6 ways that childcare field experiences improved practical skills were clarified. Finally, not a few students thought of ways to raise practical skills through field experiences.journal articl