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南オーストラリア州におけるレッジョ・インスピレーション
https://doi.org/10.15083/0002003517
https://doi.org/10.15083/00020035177d5e7d78-2340-491d-a725-f47d17b74726
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_61_35.pdf (357.1 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2022-04-08 | |||||||||
| タイトル | ||||||||||
| タイトル | 南オーストラリア州におけるレッジョ・インスピレーション | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Reggio Inspiration in South Australia | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.15083/0002003517 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
浅井, 幸子
× 浅井, 幸子
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| 著者所属 | ||||||||||
| 言語 | ja | |||||||||
| 著者所属 | 教職開発コース | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | The purpose of this paper is to identify the characteristics of Reggio-inspired practices in South Australia. The following three points were found. First, the local government has taken the lead in introducing the pedagogical ideas of Reggio Emilia. In 2011–2012, Carla Rinaldi was invited from Reggio Emilia, Italy, to provide recommendations on early childhood education reform, and exchanges between the two local governments have continued since then. Second, there was a shift in the discourse of early childhood education following the introduction of the pedagogical ideas of Reggio Emilia. Whereas in the mid-2000s, when South Australia was oriented towards early childhood reform, early childhood education was represented as an investment based on human capital theory, during the 2010s, inspired by the Reggio approach, the concept of ʻthe child as citizenʼ was emphasised. Third, in South Australia, the Reggio approach has been situated in the context of an inquiry into childrenʼs rights. That is, the ideas of Reggio Emilia, together with the UN Convention on the Rights of the Child and the national curriculum guideline ʻBelonging, Being & Becoming: The Early Years Learning Framework for Australiaʼ, constitute the discourses on early childhood education that set out a concept of ʻthe child as a citizenʼ and ʻchildrenʼs voicesʼ. | |||||||||
| 言語 | en | |||||||||
| 書誌情報 |
ja : 東京大学大学院教育学研究科紀要 en : Bulletin of the Graduate School of Education, the University of Tokyo 巻 61, p. 391-400, 発行日 2022-03-30 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 13421050 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN10516641 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 東京大学大学院教育学研究科 | |||||||||
| 言語 | ja | |||||||||
| 出版者 | ||||||||||
| 出版者 | Graduate School of Education, The University of Tokyo | |||||||||
| 言語 | en | |||||||||
