初任保育教諭の語りに見る園児の在園時間の違いによる実践上の課題

　本論では，幼保連携型認定こども園の特徴である園児の在園時間の違いに焦点を当て，初任保育教諭への面接調査により実践上の課題と対応について検討した。その結果，保育教諭が８つの課題を認識していることが明らかになった。また，『幼保連携型認定こども園教育・保育要領』に記述されている「遊びの連続性を保障する保育の展開」に関する課題に加えて，記述されていない「多様な在園時間や生活形態を考慮した園児理解」に関する新たな課題が見出された。認定区分による在園時間の違いは園生活における時間的スケジュールや場所，集団の違いを余儀なくされる。そのため，保育教諭が設定するねらいに基づいた園生活で何を共通経験とすべき内容として設定し，何を経験差として活かし，どのような保育を実践するか明確にすべく，これまで認定こども園で積み重ねられてきた好実践例を集積・整理し，指標を明示することが今後の課題である。

In this paper, we examined practical issues and responses through interviews with novice childcare teachers with a focus on the differences in the length of kindergarteners' attendance time, which characterizes certified childcare centers. As a result, it became obvious that childcare teachers were aware of eight challenges. In addition to the challenge with respect to the “development of childcare ensuring the continuity of play” described in the “Guidelines for Education and Childcare for Certified Childcare Centers,” furthermore, a new challenge regarding “understanding of kindergarteners in consideration of their various attendance time and lifestyles” not described in it was identified. Differences in attendance time due to certification classification inevitably lead to differences in time schedules, locations, and groups during certified childcare centers life. Therefore, in order to clarify what common experiences should be established in certified childcare centers life, what differences in experience should be utilized, and what kind of childcare should be practiced based on the goals set by childcare teachers, a future challenge is to collect and organize good practice examples that have been accumulated so far in certified nurseries and to clarify indicators.

研究論文