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名古屋大学大学院教育発達科学研究科紀要. 心理発達科学 >
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|Other Titles: ||Topics and research trends in learning and tracking problems in child care facilities and associated support|
|Authors: ||柴田, 一匡|
|Keywords: ||Child care facility|
learning and tracking
facility separation support
|Issue Date: ||28-Dec-2016|
|Citation: ||名古屋大学大学院教育発達科学研究科紀要. 心理発達科学. v.63, 2016, p.111-118|
|Abstract: ||Our research objective was to provide an overview of learning and tracking in child care facilities and research concerning support for these efforts, and to clarify important issues in these areas. Based on Report 42 as well as a compilation of the literature indexed by the keywords “child care facility”, “learning”, and “tracking”, we separated our research into two topics: (1) research on learning problems in child care facilities and associated support, and (2) research on tracking problems in child care facilities and associated support. Specific research on each topic was undertaken separately. Our findings showed that prior research on learning problems and associated support has addressed the issue of learning disabilities and clarified issues such as cognitive function and behavioral characteristics of institutionalized children, a difficult group to support. It has likewise shown that direct learning support for institutionalized children has been provided primarily on a volunteer basis by persons such as students who are education, social welfare, or psychology majors. Results from interview-based survey research have also shown that learning facilitators do not simply teach studies; for children with physical or psychological wounds, they may also serve the role of attachment figures or confidants. Prior research on tracking problems and associated support has been primarily survey research and has shown historical transitions among child care facilities such as rates of advancement to high school or post-secondary education, and national- or municipal-operated systems. It has also touched on dropout rates and job separation rates for institutionalized children, indicating that periods after high school graduation and facility departure are critical situations, and showing the need for improvements in the care of institutionalized children, expanded after-care, and tracking support that considers child self-esteem. The background to learning and tracking problems in child care facilities involves various factors, among them the characteristics of the institutionalized children and facility systems, and national- or municipal-operated systems. Because changing times also bring changes in issues, a response to the problems involving these facilities is also likely to require detailed surveys in the future. To date there has also been little practical research on initiatives for learning support and tracking guidance within facilities, and efforts to build on examples of facility-based support is another area of importance. In particular, prevention of educational dropout, job separation, and crises after facility departure may require learning support and tracking guidance which incorporate psychological facets of the institutionalized child such as self-affirmation and self-efficacy.|
|Appears in Collections:||名古屋大学大学院教育発達科学研究科紀要. 心理発達科学|
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