@article{oai:naruto.repo.nii.ac.jp:00027657,
 author = {安藤, 幸 and 賀川, 昌明 and 藤田, 雅文 and 近藤, 慶子 and 佐々木, 晃 and 宮崎, 多津子 and ANDO, Miyuki and KAGAWA, Masaaki and FUJITA, Masafumi and KONDO, Keiko and SASAKI, Akira and MIYAZAKI, Tazuko},
 journal = {鳴門教育大学研究紀要, Research bulletin of Naruto University of Education},
 month = {Mar},
 note = {Lately, the Central Council for Education came up with a new policy to break the institutional and cognizant barriers between kindergarten and the lower grades in elementary school and to build up a closer connection between them. The aim of this study is to clarify the differences in creative and expressive physical activities between kindergarten pupils and the lower graders in elementary school presupposing that there are no significant differences between them. The experimenters carried out the experiment by using an application software which had been already used in teaching physically expressive movements, 'Representative Rhythm Play' in elementary physical education. The software was a teaching material called "Animal Land" which used the images of animal movements and was considered to be suitable for the first graders in elementary school. In the class, instructing kindergarten pupils to create movements based on the images of animals such as penguins, monkeys, snake and lions, the experimenters videotaped the children's reactive and expressed movements. The movement data were examined by the experimenters, classified based on the components, either single or consecutive. Then the single movements were analyzed in terms of gesture and meaning. The results can be summarized as follows: 1. As for the single movements, the significant differences could not be seen between kindergarten pupils and the lower graders in elementary school. 2. It was clear that even kindergarten pupils selected the consecutive movements. 3. It was clear that kindergarten pupils can create movements by utilizing the computer software. 4. It was inevitable for experimenters to interview orally with the kindergarten pupils as they are illiterate at their ages and they cannot express their feelings and thoughts through words.},
 pages = {332--345},
 title = {幼稚園児に対する「表現運動・学習支援デジタル教材」の使用効果},
 volume = {21},
 year = {2006},
 yomi = {アンドウ, ミユキ and カガワ, マサアキ and フジタ, マサフミ and コンドウ, ケイコ and ササキ, アキラ and ミヤザキ, タズコ}
}