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共振的かかわりにみる保育者の身体的応答性 : 「揺らぎ」と「揺るぎなさ」の存在
http://hdl.handle.net/10083/34673
http://hdl.handle.net/10083/3467337196e39-544d-4919-b45a-633ca3644ec2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
35_349-357.pdf (1.4 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2009-07-22 | |||||
| タイトル | ||||||
| タイトル | 共振的かかわりにみる保育者の身体的応答性 : 「揺らぎ」と「揺るぎなさ」の存在 | |||||
| タイトル | ||||||
| タイトル | The Teacher's Embodied Response from the Viewpoint of “Co-Vibrating” Relationships in a Kindergarten : The appearance of “fluctuation” and “non -fluctuation” | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 保育者の応答性 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 共振的かかわり | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 揺らぎ | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 揺るぎなさ | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 身体 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | teacher's response | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | co-vibrating relationships | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | fluctuation | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | non-fluctuation | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | body | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| 著者 |
井上, 知香
× 井上, 知香× INOUE, Chika |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The purpose of this study is to clarify the phenomenon of “ co-vibration ” which was taken place during the child and teacher's embodied sympathetic vibrating interaction at a kindergarten. The study clarified the fact that a kind of “co-vibration” was different from the “instructive” relationship.The study shows three aspects. First, the child and the teacher can act naturally towards each other, not only using clear spoken language but also using their subject-body. The teacher's actions are not planned in advance. Instead, her embodied actions are due to a variety of circumstances and the child's actions. I named these actions to be “fluctuation” of the teacher. Second, the teacher is not only just moving with the child, but also honoring the actions initiated by the child. Namely, the teacher jointly acts on the child herself according to her belief. I named these teacher's responses as “non-fluctuation” . Finally, the teacher's reflections on the child and events of the day serve as the teacher's trust or “non-fluctuation,” so that the teacher can act on the child with flexible and responsible actions\ in situations of uncertainty or uniqueness (Schön, 1983). Here the study established the dual relationship between “fluctuation” and “non -fluctuation” . |
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| 書誌情報 |
人間文化創成科学論叢 巻 11, p. 349-357, 発行日 2009-03-31 |
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| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 13448013 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA1231891X | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
| 形態 | ||||||
| 1373362 bytes | ||||||
| 日本十進分類法 | ||||||
| 主題Scheme | NDC | |||||
| 主題 | 051 | |||||
| 出版者 | ||||||
| 出版者 | お茶の水女子大学大学院人間文化創成科学研究科 | |||||
| 資源タイプ | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 紀要論文 | |||||
| 資源タイプ・ローカル | ||||||
| 紀要論文 | ||||||
| 資源タイプ・NII | ||||||
| Departmental Bulletin Paper | ||||||
| 資源タイプ・DCMI | ||||||
| text | ||||||
| 資源タイプ・ローカル表示コード | ||||||
| 03 | ||||||
| 所属 | ||||||
| 人間発達科学専攻 | ||||||
