{"created":"2024-11-14T09:07:52.336182+00:00","id":2000711,"links":{},"metadata":{"_buckets":{"deposit":"4a5ad290-c6c8-480c-848f-8535e517951a"},"_deposit":{"created_by":9,"id":"2000711","owner":"9","owners":[9],"pid":{"revision_id":0,"type":"depid","value":"2000711"},"status":"published"},"_oai":{"id":"oai:fukujo.repo.nii.ac.jp:02000711","sets":["1719218447191:1719218515320:1719297967217:1720507596171"]},"author_link":["109"],"item_1617186331708":{"attribute_name":"Title","attribute_value_mlt":[{"subitem_title":"幼稚園満3歳入園における保育内容(人間関係)の課題と展望 : 満3歳入園調査研究委託の実践を通して","subitem_title_language":"ja"}]},"item_1617186385884":{"attribute_name":"Alternative Title","attribute_value_mlt":[{"subitem_alternative_title":"The Prospects and a Problem of Childcare Contents (Human relations) in Kindergarten a full 3 years old Entering a Kindergarten: Through Practice of a full 3 years old Entering a Kindergarten Research Trust","subitem_alternative_title_language":"en"}]},"item_1617186419668":{"attribute_name":"Creator","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"牧, 正興","creatorNameLang":"ja"}],"nameIdentifiers":[{"nameIdentifier":"109","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":"満3歳","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"人間関係","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"「認定こども園」","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"遊び","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"相互作用","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"安全管理","subitem_subject_language":"ja","subitem_subject_scheme":"Other"}]},"item_1617186626617":{"attribute_name":"Description","attribute_value_mlt":[{"subitem_description":"これまで幼稚園入園は学校教育と同じく、3歳の誕生を迎えた後の4月入園が常識的に実行されてきた。ところが、学校教育法には「満3歳から小学校就学の始期に達するまでの幼児とする」とある。今日、養育者自身のQOL(生活の質)を高めることも育児支援の大きな課題である。保育所が養育者の就労等による「日々保育に欠ける子」の条件を満たすことが括りとなっていることから、就労しない限り現実的には育児負担から解放されることはない。満3歳児入園は、積極的な意味ではその負担や、少子化による人間関係の希薄さをより早期に埋め合わせるべき場を提供することにもなろう。しかし、そもそも4月の入園児で初めての集団生活を送っている3歳児も、必ずしも安定した園生活であるとはいい難い。したがってその途中での新入園児の増員・参加は、さまざまな問題発生が予測されよう。本研究はこうした満3歳児入園を実践的の検証し、そこにどのような問題があり、これから実現されるであろう「認定こども園」に活用できるかの課題でもあった。結果的には教師側の若干の混乱は避けられないものの、満3歳、3歳児そのものの園生活には否定的な要因は見出せなかった。むしろ双方の発達的要因としては肯定的な側面が検出できた。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_1617186643794":{"attribute_name":"Publisher","attribute_value_mlt":[{"subitem_publisher":"福岡女学院大学人間関係学部","subitem_publisher_language":"ja"}]},"item_1617186702042":{"attribute_name":"Language","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_1617186920753":{"attribute_name":"Source 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