出版社：Nihon Kyoiku Shinri Gakkai,Japanese Association of Educational Psychology
摘要：The chairman explained the aim of the symposium as follows. We must consider some problems of the development of the infant of today, and must discuss what kind of contributions we can really make to early childhood education today. The five members made successively the following propositions from their own standpoints. H. Kodama pointed out from the study by the Early Childhood Educational Association of Japan that the development of the infant of today did not seem to be so developed as discussed in general, and that the umbalance was so conspicuous in their developments. He also brought foreward the following three propositions concerning the problems of early childhood education in the today. (1) The teaching of the intellectual abilities should be performed in early childhood on the principle of development that they develop through varied practical experience during this period. (2) Because the infant of today seem to be very poor in the individuality, it would be much needed that we develop it by means of a curriculum filled with the free activities in early childhood education. (3) The evaluation of early childhood education should be done about the balanced development in the childhood of the whole personality and about their adjustment to living.Moreover, it must be done under the prospect of the long term. G. Hatano discussed the research strategies of infant education as follows from the standpoint of the educational psychology. He has proved by means of his valuable “training experiment” that the infant had much more “potentiality of learning” than we had ever thought possible. However, he supposed that the results of the “training experiment” did not always give a definite conclusion to the infant education. Therefore, he proposed the following research strategies of infant education which would give some valuable suggestions. One of them is the comparative study for the effects of some teaching methods which are carried out in considerably controlled conditions. Another is the “training experiment”consisted of program which is similar to the practical aspects of infant education as much as possible. He concluded that it is much needed to combine these two research strategies in order to get some valuable suggestions for the practice of the infant education. S. Takagi maintained from the standpoint of child psychiatry that the development the infant should be reorganized in the relation between the physical and the mental aspects. He explained as follows: (1) The infant from 3 to 5 years inharmonious tendencies in the relation among some physical organs. Therefore, they are physically and mentally oversensitive and intolerable to stimuli.(2) The mental development of the infant is closely related to the growth of brain and nervous system, so that they should be considered in the practical education. He also stated that we have to consider various conditions surrounding the infants when we would diagnose whether or not they have the problem, because their problem behavior is relative in its nature. Finally he criticized that today the parents gave too many different kinds of information to their children. He emphasized that the parents should be careful to give the children.such an emotional atmosphere as they could accept the information without any resistance. T. Tashiro indicated, from the standpoint of infant pedegogy, some controversial problems in the world of the present infant education, such as the conception of infant school, the compulsory education for the infant and so on. As to the problem of the development of children of today, he insisted that the urgent problem in the world of infant education was the gradual increasing of the spiritless and nervous infant rather than the phenomena of developmental acceleration.
其他摘要：The chairman explained the aim of the symposium as follows. We must consider some problems of the development of the infant of today, and must discuss what kind of contributions we can really make to early childhood education today. The five members made successively the following propositions from their own standpoints. H. Kodama pointed out from the study by the Early Childhood Educational Association of Japan that the development of the infant of today did not seem to be so developed as discussed in general, and that the umbalance was so conspicuous in their developments. He also brought foreward the following three propositions concerning the problems of early childhood education in the today. (1) The teaching of the intellectual abilities should be performed in early childhood on the principle of development that they develop through varied practical experience during this period. (2) Because the infant of today seem to be very poor in the individuality, it would be much needed that we develop it by means of a curriculum filled with the free activities in early childhood education. (3) The evaluation of early childhood education should be done about the balanced development in the childhood of the whole personality and about their adjustment to living.Moreover, it must be done under the prospect of the long term. G. Hatano discussed the research strategies of infant education as follows from the standpoint of the educational psychology. He has proved by means of his valuable “training experiment” that the infant had much more “potentiality of learning” than we had ever thought possible. However, he supposed that the results of the “training experiment” did not always give a definite conclusion to the infant education. Therefore, he proposed the following research strategies of infant education which would give some valuable suggestions. One of them is the comparative study for the effects of some teaching methods which are carried out in considerably controlled conditions. Another is the “training experiment”consisted of program which is similar to the practical aspects of infant education as much as possible. He concluded that it is much needed to combine these two research strategies in order to get some valuable suggestions for the practice of the infant education. S. Takagi maintained from the standpoint of child psychiatry that the development the infant should be reorganized in the relation between the physical and the mental aspects. He explained as follows: (1) The infant from 3 to 5 years inharmonious tendencies in the relation among some physical organs. Therefore, they are physically and mentally oversensitive and intolerable to stimuli.(2) The mental development of the infant is closely related to the growth of brain and nervous system, so that they should be considered in the practical education. He also stated that we have to consider various conditions surrounding the infants when we would diagnose whether or not they have the problem, because their problem behavior is relative in its nature. Finally he criticized that today the parents gave too many different kinds of information to their children. He emphasized that the parents should be careful to give the children.such an emotional atmosphere as they could accept the information without any resistance. T. Tashiro indicated, from the standpoint of infant pedegogy, some controversial problems in the world of the present infant education, such as the conception of infant school, the compulsory education for the infant and so on. As to the problem of the development of children of today, he insisted that the urgent problem in the world of infant education was the gradual increasing of the spiritless and nervous infant rather than the phenomena of developmental acceleration.
