出版社：Nihon Kyoiku Shinri Gakkai,Japanese Association of Educational Psychology
摘要：The chairman first explained the aim of the symposium as follows. We must consider how educational or developmental psychology today can really contribute to the preschool education and what should be the direction and method of its contribution, now that the preschool education is brought to the fore as a big social concern. At the same time, here we want to ponder deeply on the very state of psychology that it ought to be, considering this problem. Then 4 members made sucdessively the following propositions. K. Matsumura insisted as follows. We should now establish pedagogy as a “dialectical science of relations” among children, things, adults and society. For that purpose, we should first of all make it clear how to concern ourselves with various standpoints, persons and things around us, and then we should establish a science which make it possible to organize a new community on the basis of their coexistence and cooperation. Moreover, he brought foreward 7 problems concerning the direction and method of research which it is desirable to take hereafter. H. Oka argued as follows. In order that the research results of developmental or educational psychology may be truly applicable to the practice of preschool education, it is indispen-sable for us to make a “circulation” fully between the “eyes”, as it were, of the practicians and of the researchers. Through this circulation, it is always to be definitely fixed the correspondence between the operations of research and the child,very complex living human organism. It is also needed here to think deliberately about what correspondences may be really useful to the practice of preschool education. Also, the accuracy of research is to be gradually increased through the manifold circulations. Without accumulations of such reflections and efforts, the true progress of psychology itself may not be expected. K. Miyake proposed as follows. Most of the researches psychologists have been made hitherto from the onlocking standpoint. Therefore, they have almost taken no account of the concrete factors, such as the various conditions in a nursery school, including the teacher as an important variable, which may greatly influence the children. On the other hand, the studies of practicians have mostly been lacking lacking of the precise control of these situational conditions. Hereafter, it is much needed to lay projects which can make a close tie-up between the research in psychology and the practice in preschool education. Y. Horiuchi asserted as follows. Many practicians taking part in today's preschool educationalternate really with new practicians in 3 or 4 years. They cannot afford to come to grips fully wite the problem such as the development or personality of children, so far as it goes the present standard of 40 children a class. Therefore, they cannot but rely on a “mere experientialism”. The curriculm for training the nursery governess usually contains the subjects of conventional general education and of ordinary professional education. But it is necessary that there should be many lecturers and exercises connected more with the actual problems of living children. To that end, though there may be various difficulties in reality, we need a closer connection with any establishment of preschool education and it is also necessary that not merely psychology but many other sciences should cooperate with one another. In the discussion many child psychologists and educators participated. They criticized, for the most part, the present state of researches by psychologists. When much more time is spent in finding the law through any psychological research and the concrete, living whole person is carefully taken into consideration, for the first time the “circulation” to make the practice of education more scientific may be accomplished, they discussed.
其他摘要：The chairman first explained the aim of the symposium as follows. We must consider how educational or developmental psychology today can really contribute to the preschool education and what should be the direction and method of its contribution, now that the preschool education is brought to the fore as a big social concern. At the same time, here we want to ponder deeply on the very state of psychology that it ought to be, considering this problem. Then 4 members made sucdessively the following propositions. K. Matsumura insisted as follows. We should now establish pedagogy as a “dialectical science of relations” among children, things, adults and society. For that purpose, we should first of all make it clear how to concern ourselves with various standpoints, persons and things around us, and then we should establish a science which make it possible to organize a new community on the basis of their coexistence and cooperation. Moreover, he brought foreward 7 problems concerning the direction and method of research which it is desirable to take hereafter. H. Oka argued as follows. In order that the research results of developmental or educational psychology may be truly applicable to the practice of preschool education, it is indispen-sable for us to make a “circulation” fully between the “eyes”, as it were, of the practicians and of the researchers. Through this circulation, it is always to be definitely fixed the correspondence between the operations of research and the child,very complex living human organism. It is also needed here to think deliberately about what correspondences may be really useful to the practice of preschool education. Also, the accuracy of research is to be gradually increased through the manifold circulations. Without accumulations of such reflections and efforts, the true progress of psychology itself may not be expected. K. Miyake proposed as follows. Most of the researches psychologists have been made hitherto from the onlocking standpoint. Therefore, they have almost taken no account of the concrete factors, such as the various conditions in a nursery school, including the teacher as an important variable, which may greatly influence the children. On the other hand, the studies of practicians have mostly been lacking lacking of the precise control of these situational conditions. Hereafter, it is much needed to lay projects which can make a close tie-up between the research in psychology and the practice in preschool education. Y. Horiuchi asserted as follows. Many practicians taking part in today's preschool educationalternate really with new practicians in 3 or 4 years. They cannot afford to come to grips fully wite the problem such as the development or personality of children, so far as it goes the present standard of 40 children a class. Therefore, they cannot but rely on a “mere experientialism”. The curriculm for training the nursery governess usually contains the subjects of conventional general education and of ordinary professional education. But it is necessary that there should be many lecturers and exercises connected more with the actual problems of living children. To that end, though there may be various difficulties in reality, we need a closer connection with any establishment of preschool education and it is also necessary that not merely psychology but many other sciences should cooperate with one another. In the discussion many child psychologists and educators participated. They criticized, for the most part, the present state of researches by psychologists. When much more time is spent in finding the law through any psychological research and the concrete, living whole person is carefully taken into consideration, for the first time the “circulation” to make the practice of education more scientific may be accomplished, they discussed.
