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幼児が遊びを通して学んでいること(2)-「遊び」の中で育まれる数量感覚に着目して-
http://hdl.handle.net/10295/2090
http://hdl.handle.net/10295/2090877ff225-259e-482e-a959-d78f7d7a53ba
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kbk68(35).pdf (3.8 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2013-05-10 | |||||||||
| タイトル | ||||||||||
| タイトル | 幼児が遊びを通して学んでいること(2)-「遊び」の中で育まれる数量感覚に着目して- | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | A perspective of learning in play (2): Focusing on numerical concepts observed while children are playing | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | learning in play | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | number line | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | number sense | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | cognitive development | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | trial and error | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | child care and education | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 作成者 |
山名, 裕子
× 山名, 裕子
× YAMANA, Yuko
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| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | This paper aims to discuss the importance of promoting numerical skills while children are playing spontaneously with their peers through much trial and error. Several concrete scenes are reported in which we can observe the possible acquisition of numerical skills as a special form of learning for young children. Siegler (2009) conducted some experiments utilizing a special version of number line named number board that consisted of 10 slots numbered from 1 to 10. He showed that children aged 4 to 5 enhanced their comprehension of number line after they played with that number board game for 15 minutes every day for consecutive 2 weeks. He concluded that teaching young children with play was important. However, similar activities can often be observed during children’s spontaneous play. It would be also possible to make the similar environment without teaching intentionally. How to help children and facilitate to promote numerical skills might be varied depending on the belief of how we define the numerical skills or concepts. It is needless to say that it is important for children to do what they want to do when they play. The role of teachers is not to ignore nor pay less attention to children but to make desirable environment for children to acquire what they should learn during their play activities. | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 書誌情報 |
秋田大学教育文化学部研究紀要 教育科学 巻 68, p. 35-40, 発行日 2013-03-31 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 13485288 | |||||||||
| NCID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA11458538 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 秋田大学教育文化学部 | |||||||||
