@article{oai:naruto.repo.nii.ac.jp:00028532,
 author = {倉野, 晴代 and 塩路, 晶子 and KURANO, Haruyo and SHIOJI, Akiko},
 journal = {鳴門教育大学学校教育研究紀要, Bulletin of Center for Collaboration in Community Naruto University of Education},
 month = {Feb},
 note = {本論文では，幼小接続期（５歳児後期から小学校１年１学期）の子どもの事例をもとに，思考の過程における協同性とは何かを明らかにすることを目的とした。事例に見られた協同性の姿をコーディングし，３８の小カテゴリーに整理した。さらに，それらを以下の８つの大カテゴリー，「Ⅰ　関心をもつ」，「Ⅱ　一緒にかかわり合う」，「Ⅲ　感じ合う・共感する」，「Ⅳ　イメージや考えを共有する」，「Ⅴ　自分の思いや考えを伝える」，「Ⅵ　提案する」，「Ⅶ　仲間意識を高めて関係性を広げる」，「Ⅷ　多様なつながりをもつ」にまとめた。８つの大カテゴリーは，互いに関連しており，友達，またはもの・ことへの関心をもとに，情動の共有が生まれ，イメージや考えを言葉により共有することを通して，願いや目的が生じて実現に向かっていく方向性が見られた。, This report aimed to clarify children's collaborative thinking process during the period of transition from kindergarten to elementary school, by analyzing episodes of children's play. We coded a document that recorded children's collaborative discussion and behavior during play episodes and identified 38 codes. These 38 codes were divided into the following eight categories: 1. To become interested in friends and their activities; 2. To have relationships with one another; 3. To feel enjoyment and sympathize with one another; 4. To share their images and ideas with friends; 5. To describe their own images and ideas in words; 6. To suggest ideas to their friends; 7. To develop a feeling of fellowship and build group relationships; and 8. To think about issues from a wide range of viewpoints. These eight categories are connected, i.e., becoming interested in friends and their activities triggers intimate relationships, while sharing images and ideas in words helps children actualize the aim of activities.},
 pages = {65--75},
 title = {幼小接続期の思考過程における協同性に関する研究},
 volume = {34},
 year = {2020},
 yomi = {クラノ, ハルヨ and シオジ, アキコ}
}