幼児期における形の学びに関する研究動向と課題

本論は，幼児造形教育における形の学びとは何かについて，見立てによる形の学び，平面における形の学び，立体における形の学び，の３つの視点から考察した。その結果，以下のことが明らかになった。(1)見立て遊びの中で，幼児が感じる形の面白さや形に対する造形的な学びは何かを解明する必要がある。(2)保育技術としては，幼児の「何々みたい」という発話を大切に受け止めながら，形に対する興味関心を引き出す保育者の言葉掛けが重要である。(3)幼児が，粘土や積み木やブロック等によって，形は与えられるだけでなく，形作ることができる，ということに能動的に気付くような環境設定が必要である。

This study examined the nature of shape learning in creativity education for preschoolers from the following three perspectives: shape learning through symbolic play, two-dimensional shape learning, and three-dimensional shape learning. As a result, three main findings were revealed. First, there is a need to elucidate the nature of 1) the fascination of shapes felt by children while engaging in symbolic play and 2) the creativity learning concerning shapes that takes place during symbolic play. Secondly, in terms of preschool education techniques, it is important for preschool teachers to make comments that bring out the children’ s interest in shapes while showing empathetic understanding when children comment that a certain object looks like another object. Finally, there is a need to set an environment that enables children to actively realize that, in addition to being provided, they can make shapes on their own by using relevant toys such as play dough, wooden building blocks, and plastic interlocking blocks.