【研究ノート】5歳児における話し合い体験から育まれる友達と 関わる力の成長について ─ 保育園での話し合い場面の設定と子ども支援の試みから ─

This research concerns building relationship skills through group discussion activities, such as for five-yearolds children in a nursery school. This group discussion is based on “Active Listening and Three Facilitative Conditions (Empathic Understanding, Unconditional Positive Regard, and Congruence of Self) ” by Rogers & Farson (1987). The purpose of this research was to determine the most effective kind of group discussion activities for nursery school five-year-olds, and to determine what type of relationship skills could be achieved by these group discussion activities. The group discussion activities involved four sessions over a period of a month, each session lasting 30 minutes, and these sessions were recorded for each parent and child at the end of nursery school attendance. At the conclusion of the sessions, the following three issues became apparent: (1) there was a need to address "cooperation," "independence," and "social life” concerns of the five-year-olds in the group discussion activities, (2) the vocabulary of nursery school five-year-olds after four sessions was increased compared to their vocabulary at the first session discussion, and (3) that these group discussion sessions should also address Child-Care Provider concerns, including ambiguity, acknowledgment and support, and teaching and guidance, with regards to each child. Future goals for these group discussion activities include increasing the number of participating five-yearolds, and reinforcing and refining the discussions regarding Child-Care Providers. Furthermore, after the data investigation and analysis are finished, there will be a need to reconsider how Child-Care Providers should increase the relationship skills in children