{"created":"2024-10-31T10:28:57.497247+00:00","id":2000524,"links":{},"metadata":{"_buckets":{"deposit":"9f4890c5-067f-4e21-84a7-708fa9e59e43"},"_deposit":{"created_by":9,"id":"2000524","owner":"9","owners":[9],"pid":{"revision_id":0,"type":"depid","value":"2000524"},"status":"published"},"_oai":{"id":"oai:fukujo.repo.nii.ac.jp:02000524","sets":["1719218447191:1719218515320:1719390303800:1722999076068"]},"author_link":["194"],"item_1617186331708":{"attribute_name":"Title","attribute_value_mlt":[{"subitem_title":"5歳児の発話からみた表現に関する研究 : 看図アプローチによる読み解き実践を通して","subitem_title_language":"ja"}]},"item_1617186385884":{"attribute_name":"Alternative Title","attribute_value_mlt":[{"subitem_alternative_title":"A Study on Expressions Observed in Utterances of 5-year-olds: Through the Practice of Reading Comprehension by KANZU Approach","subitem_alternative_title_language":"en"}]},"item_1617186419668":{"attribute_name":"Creator","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"福永, 優子","creatorNameLang":"ja"}],"nameIdentifiers":[{"nameIdentifier":"194","nameIdentifierScheme":"WEKO"}]}]},"item_1617186476635":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_abf2"}]},"item_1617186609386":{"attribute_name":"Subject","attribute_value_mlt":[{"subitem_subject":"表現する力","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"感性","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"イメージ","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"５歳児","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"看図アプローチ","subitem_subject_language":"ja","subitem_subject_scheme":"Other"}]},"item_1617186626617":{"attribute_name":"Description","attribute_value_mlt":[{"subitem_description":"本研究の目的は、子どもの「表現する力」を育む手立てを検証することである。5歳児を対象に看図アプローチによるビジュアルテキストの読み解き実践を行った。看図アプローチによる読み解きは、「ミニトマト」「稲」「氷」を題材とした写真をビジュアルテキストとして使用した。筆者とグループ(子どもと担当保育者1名)で行った。題材ごとに子どもの発話プロトコル分析を行い、11のカテゴリー(感嘆・確認・予測・イメージ・説明・返答・返事・疑問・ふざけ・思いつき・オノマトペ)に分類した。なかでも、子どもの「イメージ」のカテゴリーに着目し、分析を行った。その結果、子どもはビジュアルテキストを「見ること」の楽しさから「イメージ」を脹らませていた。また子ども同士や保育者との言葉のやりとりのなかで「イメージ」の揺れが起こり、表現に変化がみられた。看図アプローチによる読み解き実践は、子どもの「表現する力」を育むとともに保育者に新たな視点を見出す手立てとして有用であることが示唆された。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_1617186643794":{"attribute_name":"Publisher","attribute_value_mlt":[{"subitem_publisher":"福岡女学院大学大学院人文科学研究科「発達教育学」紀要編集委員会","subitem_publisher_language":"ja"}]},"item_1617186702042":{"attribute_name":"Language","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_1617186920753":{"attribute_name":"Source 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